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MANUAL OF GRADED BIBLE 
COURSES and HABIT, HEALTH 
AND FIRST-AID OUTLINES 

FOR USE IN 

DAILY VACATION BIBLE SCHOOLS 



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1 



From a child thou hast known 
the Holy Scriptures 

—2 TiMOTHT in : 15 



-ISSUED BY- 



TME INTERNATIONAL ASSOCIATION 

OF DAILY VACATION BIBLE SCHOOLS 

90 BIBLE HOUSE NEW YORK CITY 




Class 

Book._ 



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Copyii^lit]^"_ 



COFYRIGKT DEPOSIT 



MANUAL OF GRADED BIBLE 
COURSES and HABIT, HEALTH 
AND FIRST-AID OUTLINES 



MANUAL OF GRADED BIBLE 
COURSES and HABIT, HEALTH 
AND FIRST-AID OUTLINES 

FOR USE IN 

DAILY VACATION BIBLE SCHOOLS 



EDITED BY 

ROBERT G. BOVILLE 

AND 

JENNY B. MERRILL 



Study to show thyself approved unto God, 
a workman that needeth not to be ashamed, 
rightly dividing the word of truth. 

—2 Timothy 2 : 15 

Be gentle unto all men, apt to teach, patient. 

—2 Timothy 2 : 24 



NEW YORK 
THE CENTURY CO. 

1917 






Copyright, 1917, by 
THE CENTURY CO. 



/ 



m 15 1917 



©C1.,^470009 



FOREWORD 

To reach children beyond the Sunday school pale — and there are 
10,000,000 of them in the United States — with simple Bible teaching, 
to store their young minds with the very words of the Master, is the 
special mission of Daily Vacation Bible Schools. With such an end in 
view, this manual has been prepared and published. 

It will succeed if, by its use, teachers are led to more earnest, per- 
sonal Bible study in finding and giving their daily message to children. 

The first hour every morning is given to the devotional, musical, and 
Biblical part of the program, the second hotir to manual and recreational 
activities. If this second hour is conducted without regard to the spirit- 
ual life of the child, the school will fail in its high mission. " Work 
or industry without religion degrades man into a beast of burden, a 
machine; religion without industry, without work, is liable to be lost 
in empty dreams, worthless heroics, idle fancies." So teaches that 
immortal spirit, Froebel. Let us, the teachers in Daily Vacation Bible 
Schools, take to heart his words, " God created man in His own image, 
therefore man should create and bring forth like God." 

In the preparation of this manual there have been many helpers, 
to whom the international director wishes to return sincere thanks. 
Dr. Jenny B. Merrill has rendered invaluable assistance in the editorial 
work, besides contributing two courses of Bible stories, one for the 
primary age and one for the kindergarten. 

Mrs. J. R. SkUlman, our esteemed vice-president in Louisville, 
Kentucky, has furnished a course on habits and health. 

Mrs. C. C. Merritt of New York has condensed some of the latest 
teachings of psychology and child study. 

Miss Ruth Jenkins of Ottawa, Canada, has outlined a course on 
Bible heroes, and given us a specimen lesson in full, adapted to our 
advanced grades. 

The Rev. J. W. Merrill, D.D., of Chicago contributes two courses 
for advanced grades on the Temple and Palestine. 

Mr. I. W. Nowlan of Chicago has prepared a longer course with 
references for those who have time for special study. 

The extended course on health and first aid has been outlined 
by one of our international oflRc^s.a physician of broad experience 
with children, Dr. B. Raymond Ho'obler of 'Detroit. 

We take pleasure also in acknowledging the contribution on " Habits" 
from an experienced visiting teacher of New York City Public 



vi FOREWORD 

Education Association, who has found a parents' pledge card helpful 
in her work. 

To all these contributors we are one and all indebted. 

International Association of Daily Vacation 
Bible Schools 

Russell Colgate, President 

George W. Palmer, Chairman of Publication Committee 

Robert G. Boville, International Director 



TABLE OF CONTENTS 

rAGB 

Bible Courses and Model Lessons 

1. For Primary Grade, with Model Lessons 32 

2. For Kindergarten, with Model Lessons 68 

3. For Junior Grade, with One Model Lesson 91 

4. Temple Stories 99 

5. Palestine Trip 105 

6. Fifty Bible Stories, with Study References no 

Bibliography 139 

Habit and Health Talks 131 

Habit Formation and Parents' Pledge 136 

Health and First-Aid Lessons 115 

Method 

General Suggestions for Primary Grade 26 

Concrete Illustration 29 

Order of Exercises 12 

Origin and Growth of Daily Vacation Bible Schools 3 

Personal Habits 135 

Psychology of the Child 20 

Psychology of the Story 15 

Salute to the Flag 14 

Suggestions for Principals 8 

Weekly Conferences of Teachers 13 

OTHER BOOKS ISSUED BY THE INTERNATIONAL ASSOCIATION OF 
DAILY VACATION BIBLE SCHOOLS 

Manual, with Hymns, Songs, and Marches 
For Use in Daily Vacation Bible Schools 

Manual of Music Interpretation 

For Use in Daily Vacation Bible Schools 

Manual of Hand Work 

For Use in Daily Vacation Bible Schools 

The Kindergarten 

Adapted to Daily Vacation Bible Schools 

vii 



MANUAL OF GRADED BIBLE 
COURSES and HABIT, HEALTH 
AND FIRST-AID OUTLINES 



MANUAL OF GRADED BIBLE 
COURSES and HABIT, HEALTH 
AND FIRST-AID OUTLINES 

CHURCH AND COLLEGE MINISTRY TO CHILDREN 

IN DAILY VACATION BIBLE SCHOOLS 
ITS FIELD 

Social. For over two months in summer, school supervision is 
withdrawn from 18,000,000 children. For many of these the vacation 
is a happy time, but for more it is a time of demoralization and danger. 
Wage-earners, busy all day, cannot give their children needed care. 
This is especially true in fifty of the largest cities in the coimtry. In 
these, after existing agencies for child welfare have done their best. 
there are still upward of 1,500,000 boys and girls who spend sixty-two 
vacation days on the street, exposed to physical and moral danger, 
untouched by any organized philanthropy. Church buildings accessible 
to these children should be equipped as daily welfare centers. 

Religious. Fiui;her religious training is not allowed in our public 
schools, consequently the duty of providing for it rests on the church. 
In what measure is it fiilfilling this duty? Out of the population 
between three and eighteen years of age, at least 10,000,000 are not 
enrolled in any Sunday school. If the country could not remain half 
slave and half free, can it safely remain with one half of the child 
population ignorant of the teachings of the Bible? The summer vaca- 
tion is the greatest opportunity of the year for churches to supply this need 
in Daily Vacation Bible Schools. 

ITS FUNCTIONS 

Idle Children, (a) To promote the social welfare of children irre- 
spective of race or creed by giving them competent leaders and teachers, 
suitable and happy occupations, systematic oversight of games, good 
songs, and above all, to combine with this program religious training and 
practical Bible teaching, the supreme need of childhood. Eighteen 
million school children have a summer vacation lasting for two months 
or more, in which they welcome such leaders and such a program. 

i 



4 MANUAL OF GRADED BIBLE COURSES 

Idle Churches, (b) To promote the community use of church 
buildings in cities and iiiral districts for child welfare on broad, non- 
sectarian lines, especially when public schools are closed in siunmer. 
Therefore, the Daily Vacation Bible School Association supplements, 
without duplication, the work of the National Playground Association. 
178,000 Protestant chiirch biiildings in theU. S. represent an invest- 
ment valued at $935,000,000, exempt from taxation. To fail to use 
them for commionity welfare is a serious form of economic waste. 

Idle Students, (c) To employ in this field of service alert college 
men and women inspired with the spirit of social service and fitted to be 
efficient leaders of children in worship, work, and play. It is an educa- 
tional and economic waste to spend millions in educating yoting men and 
women, and nothing in utilizing their vacation months for social service. 
There are over 400,000 students in our colleges and professional schools. 

ITS HISTORY 

The Daily Vacation Bible School movement was founded in New 
York in 1901 by the present International Director of the Association, 
whose attention was drawn to the need of bringing together idle children, 
idle churches, and idle students for community welfare on the East Side. 
As an experiment, five church buildings of the Baptist communion were 
opened for Daily Vacation Bible Schools, in which manual work, organ- 
ized play, and Bible study went hand in hand. These schools were so 
successful from the start that they were repeated and multiplied in 
following years, and in 1905-6 were extended, in New York, into churches 
of seven other commvtnions in which they are still conducted. 

NATIONAL ORGANIZATION 

In 1907 the call from other cities for the introduction of these schools 
made it apparent that the time had come for the creation of a national 
organization that should have for its sole mission the deepening and exten- 
sion of the movement. Hence, the National Vacation Bible School 
Committee came into existence, having for its presiding officers, Mr. 
John Seely Ward, 1907-8; the Rev. Leighton Parks, D.D., 1909-10; 
Dr. Robert E. Speer, 1911-14, and Mr. RusseU Colgate in 1915-16. 
In 19 II it was incorporated tmder the laws of the State of New York, 
as the Daily Vacation Bible School Association. The Rev. Robert G. 
Boville has served as National Director since 1907, In October, 1916, 
to meet new conditions, the Association authorized the creation of a new 
organization to continue its work to be known as the International 
Association of Daily Vacation Bible Schools. 



MANUAL OF GRADED BIBLE COURSES 5 

RESULTS WORTH W"HILE 

1. To take the children off the streets /or six weeks in summer is worth 
while. Their lives are safer, their habits are better, and their parents 
are freer from anxiety. 

2. To keep their hands busy, to eliminate quarrels in their games, 
to instill patriotism, is worth while — it improves their morals. 

3. To teach as many Bible lessons in six weeks as a Sunday school 
could in seven months is worth while.* For many children a Daily 
Vacation Bible School is the only opportunity for such knowledge. 

4. To help in making good future citizens is worth while. The follow- 
ing forty-seven nationalities and races are represented on the enroll- 
ment — Albanian, American, Armenian, Australian, Austrian, Belgian, 
Bohemian, Canadian, Chinese, Croatian, Cuban, Danish, Dutch, English, 
Finnish, French, German, Grecian, Gypsy, Hawaiian, Hungarian, 
Indian, Irish, Italian, Japanese, Jewish, Lithuanian, Mexican, Mormon, 
Negro, New Zealander, Norwegian, Polish, Porto Rican, Portuguese, 
Roumanian, Russian, Ruthenian, Scotch, Servian, Slovak, South Amer- 
ican, Spanish, Swedish, Swiss, Syrian, Welsh. 

5. To continue the work during the winter months, in some special 
service or session, is worth while. Vacation Bible Schools usually 
merge in some new form of child-welfare activity in churches where they 
are held. In repeated instances a Daily Vacation Bible School has led 
to a new congregation being formed or has saved an existing one from 
extinction. 

6. To bring students into contact with social coiiditions, to teach them 
service by serving, is worth while. It makes their religion more real. 

7. To put a church in happy relations with a foreign community, 
to prove that it is interested in social well-being, is worth while. It 
does more to win the confidence of the working people than do mere 
pamphlets concerning social service. 

8. To provide church societies with an effective method of approach 
to foreign populations is worth while — The Association has organized 
or helped to organize Daily Vacation Bible Schools as a regular function 
of National Missionary Boards of Presbyterian, Lutheran, and Baptist 
Communions, and of Trinity Parish, New York. 

CENTERS OCCUPIED 

Albany Buffalo Coatesville, Pa. 

Alton, 111. Camden, N. J. Columbus, Ohio 

Atlanta Charleston, S. C. Detroit 

Baltimore Chattanooga Evansville, Ind. 

Boston Chicago Fall River 

Bradford, Pa. Cincinnati Holj^oke 

Brooklyn Cleveland Huntington, W. Va. 



MANUAL OF GRADED BIBLE COURSES 



Independence, Mo. 
Jersey City 
Knoxville, Pa. 
Kansas City 
Lincoln, Neb. 
Loxoisville, Ky. 
Los Angeles 
Lowell, Mass. 
Lynn, Mass. 
Memphis 
Minneapolis 
Montreal, Can. 



CENTERS OCCUPIED— Conttnaed 

Nashville 

New York 

New Bedford, Mass. 

Omaha 

Ottawa, Can. 

Ottumwa, la. 

Pateraon, N. J. 

Philadelphia 

Pittsburgh 

Providence 

Reading 

Richmond, Va. 



Sacramento 
San Francisco 
Shanghai, China 
Scranton 
Seattle 
St. Louis 
Toronto, Can. 
Washington 
Wilkes-Barre 
Wilmington, Del. 
Worcester, etc. 



COLLEGES COOPERATING 



The following colleges (through facvilty action or student organiza- 
tions) have cooperated, some to the extent of supporting and equip- 
ping one or more schools, others by supporting individual students 
in the work : 



Amherst 

Boston University 

Brown 

Chicago University 

Columbia 

Cornell 

Harvard 

N. C. State Normal 



Occidental 

Princeton 

So. Cal. University 

Western Reserve . 

Yale 

Auburn Seminary 

Crozer Seminary 

Hartford Seminary 



Rochester Seminary 

Barnard 

Bryn Mawr 

Radcliffe 

Swarthmore 

Vassar 

Wellesley 

Mt. Holyoke 



A TYPICAL SCHOOL 

A fiilly equipped school has four student teachers regularly employied 
and paid, one man who serves as principal and three women who have 
charge respectively of the music, manual, and kindergarten depart- 
ments. This staff is supplemented, where possible, by volunteers. 
The term is for six weeks, beginning on the Monday following the 
Fotuth of July. Sessions are held daily except on Saturdays and Sun- 
days, the forenoon being devoted to organized school work and the 
afternoon to supervision of outside games as follows: 



COST OF SCHOOL 



The total cost of such a typical school, including salaries and mate- 
rial, should not be estimated at less than $250. If teachers volunteer 
service without remuneration, the cost of the school will be reduced to 
$75 to cover material and incidentals. 



MANUAL OF GRADED BIBLE COURSES 7 

SOCIAL SERVICE SCHOLARSHIPS 

To provide more adequately for extension of the work, the Inter- 
national Association of Daily Vacation Bible Schools will be prepared 
to accept gifts and bequests as a permanent source of support for 
student-teachers in Dailv Vacation Bible Schools. 









GROWTH 






Year 


Centers 


Schools 


Teachers 


Children 


Total 


1907 


4 


19 


70 


S083 


Expenditure 


1909 


II 


SI 


209 


15-036 




1911 


16 


102 


509 


26,886 


$26,578.99 


I913 


34 


215 


1003 


50,522 


44,657-25 


I9IS 


78 


339 


2731 


73.058 


57.752.98 


I916 


95 


375 


3170 


*6o,8i2 


60,011 .37 



• Decrease of enrollment in 1916 causediby wide-spread children's epidemic. 
In 1916 the children's Annual Thank-offering amounted to $1,099.72. 

One dollar for each child enrolled has provided six weeks of daily 
Bible training and social care by capable, devoted teachers. Further, 
it has covered all overhead charges for both national and local ex- 
penses. 



MANUAL 

Issued by the International Association of Daily Vacation Bible Schools, 

New York City 




Model Photograph of a Vacation Bible School 



SUGGESTIONS FOR PRINCIPALS OF DAILY VACATION BIBLE SCHOOLS 



The daily order of exercises has been outlined, to avoid uncertainty 
and confusion in the schools, as well as to secure the proper amount 
■of change and variety for the children. Principals, in adhering to it, 
should pay attention to the time limit, out of just regard to what follows. 
Opening exercises prolonged means the shortening of time for the music 
period and the Bible lesson. If the staff confronts the children at 9.30 
■without a clear understanding as to the hymns to be sung, there will be 
disorder in the school while the leader is making up his 'mind. 



MANUAL OF GRADED BIBLE COURSES 9 

II 

While the school doors open at 9:15 a.m, and the school at 9:30 a.m., 
it is necessary that the members of the staff should be on liand at 8 130 
A.M. This is necessary for two reasons : (i) to see that the work for the 
day is laid out in order, and (2) to see that at least thirty minutes are 
spent before the doors open, in visitation of the children on the street, 
reminding them of the School, and personally conducting them to the 
door. Only one member of the staff need remain in the school, while 
the others are doing this morning work on the street. This street 
work is needed daily, from the first till the last day of the school. 



The supreme purpose of Daily Vacation Bible Schools is to develop 
clean, virile Christ-like character in boys and girls. Hence the object 
of the daily Bible lesson is not to furnish dogmatic or sectarian teach- 
ing, but elementary Christian instruction applicable to the daily life 
of the young who are exposed to the temptations of street life. Bible 
stories shovdd be carefvxlly prepared and made as objective as possible, 
but no story is well told that fails to help the child in meeting the daily 
issues of its life, or that fails to awaken the child conscience, i.e., the 
sense of accountability to God and truth. Avoid monologues and 
speeches, and make frequent use of the sand-table. Organize a group of 
the most intelligent boys and girls to assist in representing Bible char- 
acters, where the lesson lends itself to such treatment. Devote a couple 
of minutes each morning, after the Bible verse, to personal habits, 
giving four consecutive talks on cleanliness — hands, faces, lips (words), 
hearts (thoughts). Have a show of hands repeated each morning 
until the habit of cleanliness is established. Follow the schedule given 
below. 

IV 

The moral and spiritual ptirpose of the Daily Vacation Bible School 
should be kept in view through all of its varied activities, (a) In 
the musical work, the object is not merely to secure correct singing, but 
to influence child nature through obedience to the laws of music, and to 
implant the love of good songs and good music, {b) In the manual hour, 
the object is not to make things, but to build character. Hence slurring 
over mistakes in hammocks, baskets, or any other work should be steadily 
discouraged. Train the children to respect material and property 
that does not belong to them, and develop unselfishness in them by 
inducing them to devote a portion of their best work for the pleasure 
and comfort of sick and crippled children in hospitals. The hour of 
manual work is invaluable as an opportunity for personal contact, for 
the practice of good manners, and thoughtful acts. You will soon 
learn what books your yotmg friends are reading and be able to help 



lo MANUAL OF GRADED BIBLE COURSES 

them by suggestions; what company they are keeping — here again is 
your chance; what they are aspiring to be — an opening to show them 
how to prepare themselves for the futvire. Turn the conversation on the 
Bible lesson for the day, in an easy, natural manner. 

V 

No growth in character can take place in a Daily Vacation Bible 
School, where order does not prevail. Hence every care should be 
taken to sectire this atmosphere by good school methods. The first of 
these is to arrange beforehand every detail of the day's program and 
know what you are going to do next. The second is to provide for the 
orderly entrance of the children when the doors are opened, and for their 
oversight and entertainment (using the piano), tmtil the school formally 
opens. When they change class rooms let them march to music. 
Rushing about the rooms, or changing rooms in mob fashion is demoral- 
izing. Do not retain the kindergarten section in the main school after 
the opening exercises. Dismiss the children, at the close of the school, 
by having them march out to music, without permitting any break 
until they are on the street. The third is to introduce in your 
school some simple method of self-government, by which the children 
may be taught to be responsible for their own order. The City Govern- 
ment plan is one of the most effective. A mayor in your school, elected 
by the children with some regard for proper forms, can become a great 
force for good. He naturally chooses, in consultation with the teachers, 
his own officials to assist in the different departments that are needed 
in the school. Care must be taken that the officials appointed do not 
become little tyrants. The average boy needs careftil coaching to save 
him from a little temporary bimiptiousness. 

VI 

The daily afternoon open-air work is essential to the moral influence 
of the school. The boys and girls need help as much in the afternoon 
as in the morning. They have no organized games; usually they have 
only the street for playgroimd. Quarreling, profanity, and cheating 
will undo all the good resiilts of the morning. Provide organized games, 
umpire, if necessary, and teach the young to play clean, straight games. 
Devote some of the time to visitation of the homes, and organize excvir- 
sions to parks where convenient and possible. 

VII 

The religious tone of the . school is, in the last analysis, dependent 
on the spirit of the staff, on its harmony, cooperation and conscientious 
discharge of plain duties. If differences or difficulties arise, take them 
at once to the superintendent, and do not discuss them with others 
first. Do all within yotu- power to interest the pastor and members of 



MANUAL OF GRADED BIBLE COURSES ii 

the local church in the welfare of your children. Request your friends 
to send flowers and provide outings. Do not, however, arrange any 
excursion the week before Commencement or the day after, but make 
the Commencement your closing object of interest to the children. Do 
not neglect to mail your daily postal report to the superintendent at the 
close of each session, and do not fail to attend the weekly conferences unless 
excused by him. 

vni 
The spirit of service and ministry is the keynote of the Daily Vaca- 
tion Bible School movement : service to children and service by children. 
If the latter is not attained, if grasping selfishness niles, the school is 
a failure. How can self-reliance and self-forgetfulness be realized? 
(i) As far as possible boys and girls should pay for the material used dur- 
ing the manual hour, as a lesson in self-support. If, however, at the close 
of the season, they carry off, for their owti use and gratification, every 
beautiful object made, the school has failed to implant the spirit of 
service. (2) Hence the vital importance of visiting during the first 
week of tlie season some nearby children's hospital in company with a 
committee of boys and girls, appointed by the school. Let them report 
on their visit, so that the school may be led to vote that each group 
of workers prepare some choice and suitable gift for their sick and 
crippled comrades. (3) Another outlet for altruism is the children's 
Annual Thank-offering made during the fourth week of the session. 
In August, 1910, the first year, 10,000 pennies were contributed to extend 
the work in 19 1 1 . Let the boys and girls luiderstand the purpose of this 
offering, so that intelligent s^nnpathy may accompany their pennies. 
A list of honor schools is published annually. Schools contributing ten 
dollars or more are included in this list. 

IX 

In every Daily Vacation Bible School there is gathered for six 
weeks a little community of boys and girls who, with their teachers, form 
a social unit boimd together by their interest in the school and in each 
other. When school is over, and its units scatter, what becomes of this 
social and spiritual force, and how can it be conserved? Teachers 
and superintendents in the various cities who are bent on accomplish- 
ing lasting results must face this problem with earnestness. The follow- 
ing suggestions viall prove helpful: (i) The school principal and assist- 
ants should visit the local church meetings, speak about the school in 
them, and invite the minister or his assistant to visit the school. (2) 
Every effort should be made to have some member of the church staff 
attached to the school staff. (3) A complete record of the registration 
should be placed in the hands of the church visitor before the close 
of the season. (4) The school staff should assist as far as possible in the 



12 MANUAL OF GRADED BIBLE COURSES 

local Sunday school during the term, and invite children who belong 
to no Sttnday school to meet them there. If the local Sunday school 
is not in session, permission shotild be sought to have a brief Sunday 
session for children at a suitable hour. (5) If there is a Saturday school 
for boys and girls in the church, an effort shotdd be made to create some 
connection between it and the Vacation School before the season closes. 
(6) Otherwise a Children's Vacation Bible School League should be 
formed to continue the influence of the Vacation School during the winter 
and every effort made to secure local leadership of a responsible char- 
acter. 

ORDER OF EXERCISES IN DAILY VACATION BIBLE SCHOOLS 

FIRST HOUR 

8:30 — Preparation and visitation by staff. 
9:15 — Doors open and registration. 

SECOND HOUR 

9 :3o — Opening exercises, all present. 

Hymn. 

Psalm or other portion, repeated in concert. 

Lord's Prayer — repeated or sung. 

Hjmin. 

Kindergarten goes out. 

Two-minute health and habit talk. 

Thank-offering for Extension. 
9 :4o — Music period. 

Vocal and breathing exercises. 

Singing lesson. 

Calisthenics with music. 
10:05 — Bible lesson in three groups. 

Represented by children, or 

Taught with sand-table, or 

Given with stereopticon, or 

Told as story by the teacher. 

THIRD HOUR 

10:30 — Manual work and play in sections. 
Hammock-making 



T^i X 01 J I older boys. 
Elementary bloyd ' 

Rug-making. 

Raffia work 1 ^^ . , , n u 
r, I , f Girls and smaller boys. 

Basketry 

Sewing. 

Weaving. 



MANUAL OF GRADED BIBLE COURSES 13 

Work for children's hospital. 
Bible blank-books and sand-table work. 
First Aid and Hygiene, older boys and girls. 
Play. all. 
11:25 — Closing exercises — School reassembles. 
Daily salute to flag. 
" America " or H\Tnn. 
Children's Benediction. 
Recessional March. 

AFTERNOON — TWO HOURS 

2 130 — Open-air games organized and directed. 
Excursions. 
Visitation of homes. 
Student Conference, Monday. 

Note. — The Habit Talk, Music Period, and Manual Hour are each preceded by an appropriate 
Bible motto repeated by the children. 



WEEKLY AFTERNOON CONFERENCE OF VACATION BIBLE 

SCHOOL STAFFS 

ORDER OF EXERCISES 

2 :oo — Devotional exercises, 
(a) H;^Tnn. 
(6) Scripture, 
(c) Short prayers. 

2 :o5 — Review of past week's work. Reports from schools; discus- 
sion and questions. 

2 :35 — Preview of current week's program. 

(a) Five four-minute Bible stories by teachers. 

(6) General discussion and suggestions. 

(c) Music and manual work. Questions and answers. 

3 :i5 — Closing exercises. 

(a) H\-mn. 

(6) School benediction. 

Note. — The hour can be adjusted to suit the convenience of the staffs. After the formal 
exercises there will be opportunity for practice in manual work, and in music. 



14 MANUAL OF GRADED BIBLE COURSES 

SALUTE TO THE FLAG 

(the united states of America) 

" I pledge allegiance to the Flag, and to the RepubKc for which it 
stands: one Nation, indivisible, with Liberty, Justice and Peace for all." 

(CANADA) 

" I pledge allegiance to the Flag, and to the Empire for which it 
stands : one Nation, indivisible, with Peace, Welfare, and good Govern- 
ment for all." 

ORDER FOR SALUTE TO THE FLAG 

Have two chords for the school to rise and let the pianist immediately 
begin a march, as the standard bearer marches from the rear of the room 
to the platform, where he turns, faces the school and rests the pole on 
the floor. 

At a third chord he raises the flag, holding it before him, and all right 
hands are placed at foreheads at salute, while the sentence is begun — 
" I pledge allegiance, etc." At the words " the Flag," all right hands 
point towards the flag with fingers close together, and thimibs upper- 
most. At the last word the first chord of America is struck as a signal 
for the hands to be dropped and for the children to assume the position 
of " attention " and one stanza of America is sung. 

■ Have the children's benediction follow the singing of " America," 
and while the march of dismissal is played have the standard bearer 
lead the children and wait at the door as all pass out. 

There may be a guard of honor to accompany the standard bearer, 
as a special reward, if so desired. The best boy or girl in the school, 
and none other, should be standard bearer. 

This ceremony should be practiced by the staff at its weekly confer- 
ences in order to secure absolute uniformity when the schools meet at 
Commencement, and should be conducted with military precision and 
with due respect and reverence. 



THE PSYCHOLOGY OF THE STORY 

Hours of drill and recitation have never accomplished what we have 
wanted either in sectilar or religious education, and we are beginning 
to see that the big things are done at the moment when the child's 
imagination is touched by the right influence. Clearly it is worth while 
studying those times when the child's face is aflame with interest, in 
order that we may clearly understand how to do our work. 

Story-telling is, perhaps, one of the best methods of catching the 
right moments and utilizing them. It is one of the oldest of arts, uncon- 
sciously used in primitive ages as the one prominent form of teaching, 
but later superseded by text-books. But the spirit and subtle shades 
of meaning of a theme cannot be so well transmitted by the printed page 
as by one person to another. Education was, therefore, the loser. 
Of recent years, however, we have had a great revival of story-telling. 
We have realized its value even though we have scarcely understood 
the reason. 

There has been much written concerning the origin of stories them- 
selves. If we could understand why stories were used, if we could 
understand why human beings were interested in creating them, we 
should go far on our way toward an intelligent use of them. 

All that the human mind has ever thought or planned comes from 
desire, and the primitive stories of all races are akin to one another, 
because human longing and human desire are much the same in every 
breast. There are many human desires that are never spoken, that are 
never even put into words within the person's own mind, and are mostly 
unconscious on our part, but they impel us just the same. The story 
is an effort to get a kind of completion of desires which real life up to 
that moment has only partly given. Stories grow out of various long- 
ings. They satisfy the longing in part, and they also create new long- 
ings. The story keeps up one's faith when every-day drudgery is a dtill 
affair. It makes one hopeful in the presence of great danger and perils. 
It arouses confidence in oneself and even helps the desire actually to 
come true if it is not too extravagant. The hero story makes a boy 
lift his head, walk confidently, act bravel^^ It is not, then, in the region 
of mere fancy. Fancy and imagination play their part in its weaving, 
but the story arises to meet a real need. This will be seen to be not only 
a most practical need, but a most spiritual need. The spirit requires 
satisfaction of its longings. The story-writer uses outside materials, 

15 



i6 MANUAL OF GRADED BIBLE COURSES 

but it is his own inner story that he is telhng. No matter what the mate- 
rial is, it is man's inner struggle that is revealed. 

Rhythm, imagery, balanced construction, all help to make a deeper 
impression; but we must not think on that account that the artistic 
effect is the end and aim of the story. The aim is to fulfil desires and 
longings for a better life, and the pleasing effects merely deepen that 
fulfilment. The glow of feeling that we have in the presence of any- 
thing beautiful should not be merely a state of pleasure. It should 
consist also of an approval or of a disapproval of the beautiftil thing that 
we are contemplating. Therefore the pleasure in a story should be 
accomplished by growth from within. 

So the story has a firm hold upon the little child, for it answers 
his longings, and that is the reason it has continued through the cen- 
turies to keep its hold upon us all. The child may be responding in 
part to the pleastire produced by the rhythm; but he is also learning 
to choose, to select, to know values in regard to the deeds of the heroes 
and heroines. Out of these experiences will grow the valuations that 
he makes in later life. This is the psychology that lies behind the story. 

THE SIGNIFICANCE OF THE BIBLE STORIES 

The unique and wonderfully fascinating stories of the Old Testament 
are particiilarly adapted to children. The stirring and the longings of 
the characters are the same as within the heart of each child of to-day. 
The failures and the victories of the men and women of the Bible 
teach lessons of untold value. Above all, the " God-consciousness " 
of those men and women is a means of developing the sense of God 
in the boys and girls until it becomes the commanding factor in their 
lives. 

The New Testament offers us not only the stories of Jesus' life of 
love and service, but also Jesus' own matchless parables, which were 
stories drawn from the homely and familiar objects in the daily life 
around Him. " That is the concrete method which receives attention 
and makes the meaning clear." He did not say " This parable teaches 
such and such a truth " unless He was asked; but the truth was always 
clear in His mind, and shone on the face of the story. In telling these 
stories, we need not only the mind of Christ, but the method of Christ. 

HOW TO TELL STORIES 

" Our first duty to a story," says Professor Moulton, " is to love it." 
We must first study it to get its meaning for ourselves. The prepara- 
tion needs to be as broad as possible. The backgrotind — aU that is 
interesting in the customs, arts, or geographical knowledge — should be a 
part of the preparation. Although it may not appear in the story 



MANUAL OF GRADED BIBLE COURSES 17 

directly, it does enliven our mood and transform our own spirit for the 
telling. If the story is a part of a large story, the whole should be 
indicated. It is almost always necessary to know more about the situa- 
tion than the story itself tells. Our familiarity with the sense of it 
affects our feeling and wiU affect our gestures, our attitude of interest, 
and our tone of voice. The story must also be studied for the message. 
We must have in our owti minds and hearts a clear idea of its central 
meaning for the child, as well as a definite aim for the child. Otherwise, 
it will lack in force and in unity. 

Next we should divide the story into a few scenes. Then we need 
to visualize those scenes. The important or high lights must be decided 
upon, for in this way we are able to make the movement simple, yet 
direct, in telling. We must not let too many details enter in, too many 
minor parts of the little drama, unless by contrast they contribute to 
the main tliread of the story. A few vivid scenes will make the action 
rapid. If there are words or phrases that need explanation, it should 
not be given in the midst of the story. It is better to enlarge the 
child's knowledge before beginning, as interruptions divide the interest. 
Then, just as far as we are able, we must describe the action of the 
story rather than give long descriptions of houses or scenery outside 
the action. Brief descriptions are a help, but too long descriptions 
hinder the movement. 

After a careful study of the story in this manner we should practise 
telling it to an imaginary audience of the age of the children that we are 
to have in our classes. Memorizing the exact words does not seem to be 
the best method. That is apt to be uninspiring to the children, and lacks 
the freshness and charm of a method that is more spontaneous. We 
need to keep in mind the definite aim for the children, the vivid scenes; 
and if all this is clear to us, the words take more or less care of them- 
selves. Writing the story out has been of tremendous value to many 
story-tellers; but telling it to an imaginary audience is even better. 
All the knowledge that we can acquire of these particvdar children, 
of what their lives have been and what their needs and interests are, 
helps us to choose appropriate words and phrases. Many of the 
Bible phrases are so well expressed and so very beautiful that there is a 
real reason for using them. It depends largely upon the ages of the 
children just how much of the exact phraseology we shall use. But 
the very effort to remember all the words of the entire story takes away 
from the spirit. 

After the study and practice, one great principle to remember is 
that the work of the story-teUer consists in describing the action and not 
in acting it. We need to keep otirselves in the backgrotmd. Otor 
part is to see vividly a series of connected scenes. Likewise we should 
feel their meaning and value. For that very reason we should not take 



1 8 MANUAL OF GRADED BIBLE COURSES 

away the interest in the scenes by attracting attention to ourselves. 
We must not make ourselves too important, for we are anxious to take 
the children by the power of our imagination and theirs into other places 
and into other lives. We can carry the pictures to the children by 
qualities of voice rather than movements of body. For instance, tone, 
emotional vibrations of voice, upward and downward cadences, rhythm, 
etc., are of great value. Of course, face and body help or hinder. A 
hard, cross look on the story-teller's face, a bite-a-nail-in-two expres- 
sion scares every child in the room, and hinders them from entering 
upon the imaginative flight. Pleasant and cheerfid expressions are 
always the best ones; but to be pleasing, we must remember, is not only 
a positive quality, but sometimes a negative one. Elaborate gestures 
seem often to detract rather than help. Gestiires, if any, should be 
simple and unpremeditated, or else they obtrude or attract attention 
to the story-teller herself. Any personal idiosyncrasy or peculiarity 
must be fought against. The whole art of story-telling lies in unifying 
the interest and in directing the attention of the child to the main 
action and meaning of the story. 

While it is necessary to have a clear idea of the purpose and method 
of the story, yet to point a moral is both bad art and bad pedagogy. 
After the story has made its impression, a platitude stating that " this 
teaches us to love one another " is a mistake. If the story has not 
aroused this emotion, our platitude will not awaken it, and it may spoil 
what we have already accomplished. The important point is to set the 
pupils thinking what they may do in their lives, how they may put their 
impressions into action. If after the story there are pictures to help in 
visualizing the scenes, and if there is time to talk it over in a quiet way, 
the children may be given the chance to point their own moral. The 
children's own natures and experiences may be trusted in this matter 
much further than we are inclined to trust them. Giving them this 
chance to express themselves educates their inner life much more than 
if we had deliberately tagged the moral for them. 

In preparing the story and all the illustrations, we must remember 
that we are to teach boys and girls in the same classes. The masculine 
pronoun has been used more often than the feminine in this pamphlet 
for literary convenience; but to shape the story for boys only and to 
pay no attention to the girls would be unjust. 

THE INTRODUCTION TO THE STORY OR THE POINT OF CONTACT 

After making ourselves familiar with the story, the important 
question to ask ourselves is how to connect it with our pupils' personal 
experience; how to lead up to it in a natural conversation with the 
children, so that it may be linked to facts in which they take interest 
and with which they are more or less familiar. For instance, in the 



MANUAL OF GRADED BIBLE COURSES 19 

story of Abraham, the pioneer, many of them know how their own par- 
ents came to this covmtry from other lands, or they know the American 
stories of the Pilgrim fathers or other early settlers. Refer to these 
pioneers and to their struggles and difficulties before beginning the story 
of Abraham. 

MEMORY VERSES 

If the memory verses come after the story, they will really mean 
something to the children, for the story has given them significance. 
The time spent in drilling on them is an excellent balance to the time 
spent on the story. We must learn to plan our periods with the children 
so that the time of listening is relieved by a time of action. 

REPRESENTATION OF A STORY 

Children of all ages have a natural talent for dramatization. The 
younger children do it unconsciously in most of their play-life ; the older 
ones are more consciously taking a part. You can use the simple way 
of gi^^ng each child a character and letting him either read or recite 
the Bible dialogues; or he may be allowed to give in his own words the 
gist of the Bible phrases, the teacher reading the narrative parts. Or the 
dramatization may be more in the form of taking part, and the motion 
and action of the children should be mostly spontaneous. Elaborate 
preparation, with many properties, is usually unwise. The materials 
from the class-room and the children's own clothing, with an occasional 
pasteboard crown or staff, will be sufficient. 

SELF-EXPRESSION 

Immediate self-expression on the part of the children may -take vari- 
ous forms : such as retelling the story in their own words, or in the repre- 
sentation of the story, or in talking the story over. 

As teachers, we need constantly to keep in mind that the stories 
have a deep significance for the life of the children, and that we have not 
been trying merely to entertain a class. To bring about a state of 
hypnotic ecstasy is not moral education. If the story does not lead to 
some action on the part of the children, it has been a failure. Impres- 
sion should be followed by expression. There is never any lack of oppor- 
tvinity for genmne love and service at home or in the immediate neighbor- 
hood. It is sometimes possible to organize each class for neighbor- 
hood activities in order that it may help to make the neighborhood 
cleaner, healthier, more moral, and also more attractive. The " shut- 
ins " of the neighborhood can be made happy by the work of such a 
class. Window-boxes and small spots of gardening make ugly places 
beautiful. If the boys and girls are urged to look out for opportunities, 
they will be proud and happy in being found responsible. 



20 MANUAL OF GRADED BIBLE COURSES 

HAND WORK 

Various forms of hand work are helpful in securing a reaction: 

(a) Pasting pictures of the story upon mounts which are to be bound together. 

(b) Writing out the memory texts below the pictures or opposite them. 

(c) Writing out a brief r6sum6 of the story to preserve and bind up the industrial 

hour. (To be done by the older children only.) 

(d) Representing the geographical or local setting of the story on the sand-table. 

(e) Map-making. 

(/) Illustrating the story by models or objects; for example, the shepherd in 

the story of the Good Shepherd, 
(g) Using the stereopticon. * 



FURTHER HINTS FROM PSYCHOLOGY 

THE PRIMARY GRADE: AGES FROM SEVEN TO TEN 
PHYSICAL LIFE 

From seven to nine years of age the physical life of the child is 
developing at a rapid rate, and there is every necessity for him to move 
about. This is the only way in which he can learn to use the muscles 
and to coordinate them into orderly movements. Therefore, the 
primary child wriggles and turns about frequently. The physical neces- 
sity for movement is now generally recognized in the kindergarten, 
but it is sometimes overlooked at this later age. The child is gradually 
learning to inhibit and enjoys concerted action, but it must not be pro- 
longed. There is a pectiliar fatigue incident to the eighth year. 

Action means growth. As teachers, we must work with the laws 
of nature and not against them. The story should never last more 
than twenty minutes, and often less than that. The children may 
listen longer to a good story-teller, but there will be a reaction in 
restlessness and fatigue that will lead to listlessness in the remaining 
work of the day. There are many orderly ways in which the child 
may move so as to prevent sitting too long in one position. Dramatizing 
the story, or illustrating parts of it by action, are ways of utilizing the 
energy which is ever-present at this age. 

ATTENTION 

The power to concentrate attention is weak, and it will be necessary 
to. have carefully balanced periods of action and attention — frequent 
changes from a time of thought to a time of movement. 

Children of this period do not gain their knowledge so much by 
thinking as by observing. The eye, the ear, and the touch — all the 
senses — ^bring them abundant material for knowledge. Judgment and 
reason are not strongly developed. Abstract thought is almost impos- 
sible. Hence we must give them plenty of concrete illustrations, con- 



MANUAL OF GRADED BIBLE COURSES 21 

Crete heroes and action and concrete stories. Since children of this 
age can reason very little beyond what they see or do, whatever the lesson 
is, it should be related to their own simple, every-day lives at home, 
at school, or on the playgrotind; otherwise it is unattached and there- 
fore without meaning. 

HABITS 

Habits are being formed and are tending to become more or less 
automatic without the use of conscious energy. Habit, therefore, 
as has been well said, is " the great economizer of cncrg}-." We must 
see to it that the habits are tending in the right instead of in the wrong 
direction. It is the child's own thoughts and acts that make the 
impressions upon this plastic ner\'ous material. Each repetition makes 
the mark more lasting. We do not wish to be the slaves of any habit 
whether good or bad. Note Professor James's rules on " How to break 
a habit " in " Talks to Teachers on Psychology." 

developme::t of i.n'stincts 

The child has started out in life with a capacity for character, 
but all the component parts of that character do not develop at the same 
time. Rather, they develop spasmodically, the first providing material 
for the ones that appear later. Certain instincts are stressed in differ- 
ent periods and, while more or less present at all times in every person, 
they are most effectively developed at the time when dominant. 

Imagination, curiosity, and nurturing demand expression now, 
and this expression largely takes the form of impersonation. The 
question of what the child reproduces is very largely a question of what 
happens to be present in the daily life. Mother, father, carpenter, 
milkman, driver are the convenient objects in the drama around him. 
If the characters that are reproduced are not of an edifying sort, the 
reason is apparent. 

Curiosity at this period is not in the nature of analysis, but takes 
things or people as a whole. The child's method of study at the time is 
largely one of impersonation, though he does not know that he is study- 
ing. When the child acts mother, father, doctor, horse, or bear, he is 
attempting to find out by actual experience what it feels like to be these 
different people or animals. Later on, he will criticize the various actions 
of these characters, but at this age he is getting a grasp on them as a 
•whole ; that is, by one act he is getting into the very heart of the char- 
acter he is studying. 

This impersonation or imitation is not a dry, outer imitation; not 
the outer act, but the inner spirit of the thing or person, is what the child 
desires to impersonate. He is not like a parrot that says, " Pretty 
PoUy." The outward symbol of a flag is a help to a soldier, no doubt, 



22 MANUAL OF GRADED BIBLE COURSES 

but the costtime is of minor interest. As a soldier, one feels puffed 
out, big, and glorious. As a horse, a rein is enough, or a mere dangling 
string. One charges, prances, and is ready to be off. Acting the hero's 
inner life is the real thing, for, remember, the child is doing this for his 
own satisfaction, not to please an audience. The very meagemess of 
costtime or theatrical fixings that he uses, shows the superiority of the 
spirit over form. It is the inside of the character that he is after. 
What he sees others do, he wants to do. What the child hears some 
hero or heroine has done, he, too, will try to do. Here lies our hope 
of inctilcating Christian acts and Christian feelings. First of all, we 
oiirselves, as teachers, must possess love and good- will for others if we 
expect our pupils to possess them. 

By pretending to be some one else, the child is putting himself inside 
the object that he is curious about. Essentially, then, this is an attempt 
to vmderstand his world, although he is luiaware what the impvdse is. 
He only follows its orders. We can see how religiously this impersona- 
tion is an act of faith, a real act of sympathy The child has a certain 
hospitality of mind when he assumes any character in the drama of 
life around him. These imp-ulses, when acted upon, bequeath sympa- 
thetic insight, the power to see people and things as they are, not raerely 
as conveniences or obstacles in life. The child is fast learning that 
other human beings have feelings as he has, and this constantly enlarges 
his respect for other people's feelings and ideas. 

Line upon line and precept upon precept wiU never give the results 
in the child's character that these impersonations of the desirable 
qualities of heroes and heroines will give, for this is nature's method. 
Let children act out the characters in the class period, and after this 
imaginative work let them tell you ways in which they may carry it 
out in their actions at home or in play. Thus the expression of their 
feelings will be carried out in real Christian living. 

The nurturing instincts, or the maternal and paternal instincts, 
are largely expressed in caring for dolls, baby sisters, and brothers. 
There is a great opportunity for us to help these instincts to develop 
in the right direction. Above all we want to instil a " God-conscious- 
ness " into the world of the little child, through all the simple motives, 
of trust to the highest motives of cooperating with God in His work- 
here on earth. 

HAND WORK 

The constructing instinct is present in the grasping, handling, and 
piling up of small objects. Children do not play with dirt because it is 
dirty, but because they need material. Sand-tables, pictures to paste, 
blocks with which to build the walls and houses of our Bible cities, 
help to express this great creative impulse and to send home to the brain_ 



MANUAL OF GRADED BIBLE COURSES 23 

the lesson that we are trying to teach through the hand as well as 
through the ear. To a large extent, the child's hand shapes the man. 



THE PERIOD OF LATER CHILDHOOD AND EARLY 
ADOLESCENCE 

AGES FROM TEN TO FOURTEEN 

A child is not simply a miniature adult, as is often taken for granted. 
He is really a different creature. He differs in body, mind, and soul. 
He lacks many of the powers of the adult and can possess them only 
by passing through great and striking changes. One of our great 
slogans as teachers should be to work with nature, and not against it. 

During the plastic stages the mental and spiritual nature is forming 
in the child through the great achieving instincts that direct his activity. 
These, in general, are the instincts of himting, constructing, nurturing, 
finding out, collecting, competing, and belonging. The orders that these 
instincts give are brief: "Hunt!" " Build! "" Nurture! " "Find 
out!" "Compete!" "Belong!" Our part is to utiHze and help 
direct these instincts, not to stamp them out. Through proper play, 
study, and work, at the proper times, we become cooperators with God 
in the care of the young. When we realize that God is working within 
the child and not in some magical way outside, we shall better under- 
stand our problems. Psychologists inform us that the religious life is 
not built on a distinctly religious impulse, but upon these general 
instincts already mentioned, each of which has its religious aspect 
and may be turned to good or evil accoimt. 

The seeds of all these impulses run back to the very beginning of the 
child's life; but it is of the utmost importance xo know when the par- 
ticular interests are dominant. With some of these instincts it is now 
or never or, at least, never very much. If the instinct of imagination 
is not allowed expression during early childhood, when it is at the stress, 
and if it lapses, imagination will not be registered as a habit while it 
is still a force and wiU never become a power in the child's later life. 

The time of stress passes when some instinct can be most effect- 
ively stamped upon the body and mind. When God asks your coop- 
eration in His plans, He means that now is the accepted time. The 
instinctive impulses ask to be woven into the fabric of each child's life.. 
If we ignore this prompting or turn it aside, the opportunity passes,, 
and the power offered the child is almost lost. The instincts, however,, 
may not wholly lapse. They may sur\ave as vague longings, unfulfilled 
desires, and at some time become a hindrance rather than a power. 

Early childhood is a period characterized by a rapid rate of physical 



24 MANUAL OF GRADED BIBLE COURSES 

growth; later childhood (about nine years for boys, a little earlier for 
girls) exhibits a marked slackening of the rate of physical development. 
Adolesence, which occurs with boys about the fourteenth year and with 
girls about the twelfth year, is the most difficult transition period of all. 
It is characterized by rapid changes physically, mentally, and spiritually. 
In late childhood, because the physical growth has slowed down, it 
looks as if nature intended to utilize the abundant energy set free in 
this period for mental and spiritual development. 

If the instinct of imagination has registered its habit in early child- 
hood, the child will always possess its power; but " make believe " 
or impersonation will not be the main pursuit of this later period. 
The imaginative instinct is still demanding attention, but it is more 
self-conscious, and the dramatization of a story will be less simple. 
The constructive instinct, the " finding out " instinct, the collecting and 
competing instincts, have main charge over the activities. At this 
period comes the keen intellectual thirst for facts; the child soon 
wants to laaow of every story, "Is it true? " He is still imaginative 
and likes stories just as well as when younger, but he likes the true 
stories best of all. There is more reasoning power than in early child- 
hood, but the child cannot understand abstract religious ideals before 
the adolescent period. It is a waste of time to offer them. Concrete 
examples alone can appeal. To talk to a class of this age about altruism 
or courage or loyalty in a large way is to waste your time. Concrete 
examples, however, are being stored away to become the materials that 
help give the adolescent power to grasp general truths and principles; 
but the concrete things at this period are the really important ones. 

The boy and girl of this age are apt to be annoying specimens to our 
adult point of view; but this is all because they are bent upon finding 
out the reality of Hfe. They want to know what the fire will do and 
whether the gun is loaded. They have a high potential energy and are 
likely to think of just the thing of all others that you wish they had not 
thought about. Now comes the keen desire to work with real things 
to get real experience. This is the age of exploration, collections, 
hoards. Pockets are full of horrible conglomerations. It is the very 
tick of the clock to find out what one can do with things, and what 
they can do with you. The mind has become as omnivorous as the 
appetite. It is a searching age, and we must be ready for it. 

We must give the collecting instinct a chance to hoard and make. 
Books with Bible pictures of the stories we teU would be a most valuable 
addition to the development of the children's religious life. Stories 
of adventure and of heroes are particularly acceptable material. No 
stories should be told without at least some concrete setting. Leave out 
generalizations and abstract truths. Make every lesson apply to the 
child's own life. . 



MANUAL OF GRADED BIBLE COURSES 25 

Self-assertion also comes during these years, and the attempt to 
assert self or to become self-confident is often crude, clumsy, and loud. 
The children blurt out many things in order to make sure we won't 
think them nobodies. Most of all these little people want to assure 
themselves that they are somebodies. This longing to convince them- 
selves is the deepest of all. That is why competitive games and com- 
petitive effort are of great importance. Manliness, ease, unconscious- 
ness of self, which are seen in the self -poised person of later years, may 
appear first in rather unlovely exhibitions at this age. We must under- 
stand how the spirit grows before we can direct these great impulses 
into the proper channels of acti\dty. The fighting instinct is strong 
now, and with it comes the great opportimity of teaching the children 
to fight for right in themselves and to fight for the rights of others. 

Habits of conduct are now rapidly formed, even though the deepest 
motive, regard for others, may not be more than dimly felt. Regard 
for self or self-respect is stronger; therefore imitation of heroes and 
great people, rewards, and ptmishment, all have their due place in 
training. Unselfishness must not be left out; often it may be shown 
as the best quality one may possess as a self-respecting person. 

MEMORY 

At this age the brain is still very plastic, and the abimdance of 
energy let loose from the slowing up of the physical growth makes it 
possible to store up many passages of literature, the meaning of which 
may be partly explained even though they are not fully imderstood 
by the children. Their teachers should be careful to make a very con- 
crete illustration of the meaning. 

EARLY ADOLESCENCE 

With early adolescence, individual rivalry^ is swinging into a new 
chaimel. The child plays the game well, but the mightier force of play- 
ing weU with his team is at the stress. Self-regard and regard for others 
are struggling together, and the habits of courtesy and loyalty, which 
have hitherto been in force through imitation and self-assertion, will 
come into place and help to develop and make permanent a deeper 
loyalty and self -giving. The germ of this belonging instinct was in the 
children all along, but now it is the essential factor. This is particularly 
the period to train in fairness, self-control, cooperation; and the greatest 
of these is cooperation. Here is our big opportunity for training our 
boys and girls to be Christian citizens. Without definitely organized 
play, work, and study in social groups, there can be no real patriotism, 
no real morality, no big rehgious effort in later life. 

The idea of being a member of society and sharing the responsibiHties 



24 MANUAL OF GRADED BIBLE COURSES 

growth; later childhood (about nine years for boys, a little earlier for 
girls) exhibits a marked slackening of the rate of physical development. 
Adolesence, which occtirs with boys about the fourteenth year and with 
girls about the twelfth year, is the most difficult transition period of all. 
It is characterized by rapid changes physically, mentally, and spiritually. 
In late childhood, because the physical growth has slowed down, it 
looks as if nature intended to utilize the abtmdant energy set free in 
this period for mental and spiritual development. 

If the instinct of imagination has registered its habit in early child- 
hood, the child will always possess its power; but " make believe " 
or impersonation will not be the main pursuit of this later period. 
The imaginative instinct is still demanding attention, but it is more 
self-conscious, and the dramatization of a story will be less simple. 
The constructive instinct, the " finding out " instinct, the collecting and 
competing instincts, have main charge over the activities. At this 
period comes the keen intellectual thirst for facts; the child soon 
wants to know of every story, "Is it true? " He is still imaginative 
and likes stories just as well as when yotmger, but he likes the true 
stories best of all. There is more reasoning power than in early child- 
hood, but the child cannot understand abstract religious ideals before 
the adolescent period. It is a waste of time to offer them. Concrete 
examples alone can appeal. To talk to a class of this age about altnaism 
or courage or loyalty in a large way is to waste your time. Concrete 
examples, however, are being stored away to become the materials that 
help give the adolescent power to grasp general truths and principles; 
but the concrete things at this period are the really important ones. 

The boy and girl of this age are apt to be annoying specimens to our 
adtilt point of view; but this is all because they are bent upon finding 
out the reality of life. They want to know what the fire will do and 
whether the gun is loaded. They have a high potential energy and are 
likely to think of just the thing of all others that you wish they had not 
thought about. Now comes the keen desire to work with real things 
to get real experience. This is the age of exploration, collections, 
hoards. Pockets are full of horrible conglomerations. It is the very 
tick of the clock to find out what one can do with things, and what 
they can do with you. The mind has become as omnivorous as the 
appetite. It is a searching age, and we must be ready for it. 

We must give the collecting instinct a chance to hoard and make. 
Books with Bible pictures of the stories we teU would be a most valuable 
addition to the development of the children's religious life. Stories 
of adventtire and of heroes are particularly acceptable material. No 
stories should be told without at least some concrete setting. Leave out 
generalizations and abstract truths. Make every lesson apply to the 
child's own life. 



MANUAL OF GRADED BIBLE COURSES 25 

Self-assertion also comes during these years, and the attempt to 
assert self or to become self-confident is often crude, clumsy, and loud. 
The children blurt out many tilings in order to make sure we won't 
think them nobodies. Most of all these little people want to assure 
themselves that they are somebodies. This longing to convince them- 
selves is the deepest of all. That is why competitive games and com- 
petitive effort are of great importance. Manliness, ease, -unconscious- 
ness of self, which are seen in the self -poised person of later years, may 
appear first in rather tmlovely exhibitions at this age. We must under- 
stand how the spirit grows before we can direct these great impulses 
into the proper channels of activity. The fighting instinct is strong 
now, and with it comes the great opportunity of teaching the children 
to fight for right in themselves and to fight for the rights of others. 

Habits of conduct are now rapidly formed, even though the deepest 
motive, regard for others, may not be more than dimly felt. Regard 
for self or self-respect is stronger; therefore imitation of heroes and 
great people, rewards, and pvmishment, all have their due place in 
training. Unselfishness must not be left out; often it may be shown 
as the best quality one may possess as a self-respecting person. 

MEMORY 

At this age the brain is still very plastic, and the abundance of 
energy let loose from the slowing up of the physical growth makes it 
possible to store up many passages of literature, the meaning of which 
may be partly explained even though they are not fully understood 
by the children. Their teachers should be careful to make a very con- 
crete illustration of the meaning. 

EARLY ADOLESCENCE 

With early adolescence, individual rivalry___is swinging into a new 
channel. The child plays the game well, but the mightier force of play- 
ing well \\'ith his team is at the stress. Self-regard and regard for others 
are struggling together, and the habits of courtesy and loyalty, wliich 
have hitherto been in force through imitation and self-assertion, will 
come into place and help to develop and make permanent a deeper 
loyalty and self -giving. The germ of this belonging instinct was in the 
children all along, but now it is the essential factor. This is particularly 
the period to train in fairness, self-control, cooperation; and the greatest 
of these is cooperation. Here is our big opportimity for training our 
boys and girls to be Christian citizens. Without definitely organized 
play, work, and study in social groups, there can be no real patriotism, 
no real morality, no big rehgious effort in later life. 

The idea of being a member of society and sharing the responsibilities 



26 MANUAL OF GRADED BIBLE COURSES 

of adult life is growing rapidly, and there comes to the boy and girl of 
adolescence a yearning for that which is not only personal, but for that 
which is representative and universal. 



AIM AND METHOD 

PRIMARY GRADE 

The airri of the following course is to give a partly connected life of 
Jesus to children between seven and ten years of age. 

It is generally recognized that, while children of these ages retain 
sotne of the characteristics of earlier childhood, there is also a distinct 
advance in mental life as well as in bodily development. These children 
although intensely active physically, are yet learning gradually to exer- 
cise self-control. They can be held at drill longer than kindergarten 
children, and they enjoy working together. They have advanced in 
social life and enjoy competition. 

It is a mistake to advance our methods of meeting this interesting 
physical and mental growth too rapidly, yet it is also a grave error to 
arrest development by failing to recognize essential differences in mind. 
We should help the growing child to higher planes step by step. 

These stages of growth and development with which Bible teachers 
are happily endeavoring to reckon, are ftilly set forth in " The Peda- 
gogical Bible School." (See oiu" bibliography.) These and similar 
books should be studied as well as the Bible and the lesson-helps. 
The short chapter in this manual on psychological child study will 
repay careful attention if one cannot give time to fuller child studies. 

There is a phase of physical fatigue caused by peculiar heart action 
and dentition at the seventh or eighth year that often remains unrecog- 
nized, although the diseases of early childhood decrease during this 
period. 

In our teaching we gladly recognize that children from seven to ten 
have a greater command of language, and a wider experience upon which 
we can draw for illustration and comparison than the younger ones. 
They are quite as fond of stories and pictures, if not more so. They 
see more in pictiu-es and can more acceptably reproduce stories orally, 
but are not so good in illustrative drawings. This is because they begin 
to realize the crudity of their efforts to represent. We shoiold continue 
the oral method and we should seek the best pictures available to moimt 
in albums, but we should abandon most attempts at illustrative drawing 
unless a child shows talent. We may possibly make more of dramatiza- 
tion, but it must be with some little dignity, and not the simple dramatic 
representation for the tiny folk. A few costumes like that of a shep- 



MANUAL OF GRADED BIBLE COURSES 27 

herd will be enjoyed, but they should be very simple. Memory is 
now active, and more drilling in memorizing scriptural selections is 
desirable, especially after the eighth year. 

The child at this age begins to distinguish between fact and fancy 
and begins to prefer true stories, or at least desires to know whether a 
story is true or not. While thought power is developing, the child does 
not really grasp abstract truths nor does he understand general state- 
ments, such as the proverbs or the beatitudes. He still needs details and 
particulars. He is still interested in names and particular persons; he 
is gradually approaching the love of heroes and adventure, although 
we anticipate if we base our courses for this age of middle childhood 
wholly upon Bible heroes. Such a course will be more effective later. 

We should be very careful not to play too much upon the feelings 
and sentiments. These children need action, facts, events, and drill 
rather than emotional teaching. Lead them to wonder at the marvels 
of nature and of the Bible story; let them be curious and ask questions, 
which you answer patiently and reverently, and reverence will grow 
without strong appeal to sympathy or to fears. 

Pictures are preferable to objects in religious instruction, because 
objects, if interesting or curious, are studied for their own sake and tend 
to distract attention. Most analogies drawn between objects and relig- 
ious truths are not appreciated until a later age. We omit parables from 
this course, and rely mainly upon facts and events in the life of Jesus, 
because the parable appeals to a more advanced mental development. 

We have connected the Old Testament stories with the life of Jesus, 
as this gives them an added interest and helps also in relating the child 
life of Jesus with that of the child to-day. At this particular time in 
the history of ovir nation and of the world, shoiild we not earnestly 
endeavor to turn the minds of the children to the Prince of Peace, even 
though as child students we may claim that Old Testament stories 
are simpler? By dwelling upon the deeds of Jesus rather than upon 
His words, we think we are quite within the child's stage of development, 
although doubtless a fuller biography will be required during a later 
grade. One difficvdty in presenting Old Testament heroes to young 
children is found in a child's lack of the historic sense. 

After several years of school study in geography and history the 
adolescent youth will more fully appreciate why Bible heroes, though 
falling below the ideals of our civilization, are yet examples to us in many 
ways. The child wiU be able to realize how superior these Old Testa- 
ment heroes were to the nations around them. 

If there are many boys and girls of thirteen and fourteen in our 
Bible School, they will doubtless enjoy the imaginary trips through the 
Holy Land suggested by the Rev. Mr. Merrill, and if they have had 
manual instruction in our public schools, they will be pleased to attempt 



28 MANUAL OF GRADED BIBLE COURSES 

rebuilding the temple. In hunting up and reading about the many 
interesting scenes connected with the temple and with Palestine in the 
Old and New Testament, these older pupils will grow familiar with the 
books of the Bible and with Bible history in a most interesting and novel 
way. 

We are hoping that some teachers will report upon these advanced 
courses. 

The general method for all lessons in the grade from seven to ten 
should be the story-telling method, with pictorial illustrations. The 
best rule for story-teUing is first to see the story yourself, then make 
your pupils see it. 

Dr. Hervey in his helpful little book gives six rtiles for story-teUing: 
(a) See it. (b) Feel it. (c) Shorten it. (d) ' Expand it. (e) Practise 
it (on nephews, nieces, friends). (/) Repeat it. 

There has been for some years a revival of story-telling. We mean 
to further it in our Vacation Bible Schools. Dr. Haslett, in the book 
already quoted, reminds us that: " Time was when almost every mother 
and father was a good story-teller. Necessity required it, as there were 
few books." Story-teUing is almost a lost art, but it is encoiiraging to 
notice that there " are endeavors to revive this golden method of in- 
struction." Story-teUing, though a primitive method of teaching, has 
a certain indescribable power, because of voice, tone, gesture, personality. 
Dr. Haslett reminds us that it is a method that has been used in all ages 
by all the peoples that have left any record, and that it is stUl practised 
by hundreds of miUions of the human race to-day. 

Surely, then, we may aU quite readily acquire this method. It 
cannot be difficult if so many have tried and succeeded. Let us forget 
all other methods that have possibly seemed complex because of too 
much analysis and too much pedagogical nomenclature, and proceed 
to tell Bible stories to the children in our Bible Schools and in otu* homes. 
If there is any difficulty, it wiU be in getting the story weU organized 
in our own minds; succeed in that, and the story will almost tell itself. 

In organizing the story, consider with some care how to begin and 
how to end. To begin well helps to win and to hold attention. To 
end well helps to fasten the truth. 

Some one asks, " Is it weU to question while teUing a story? " No, 
not as a rule. A few questions may sometimes precede and follow the 
story, but the main narrative should continue uninterruptedly and rather 
rapidly. Children like action and movement rather than description, 
though a little color and other detail help them in seeing the scenes of 
the story. While you expand, also remember to shorten. Expansion 
is simply to aid the imagination (see i, Course I). 

Gesture is helpful if not too dramatic. Do not divert attention from 
the tale to the teller. When shall we show the pictures? Sometim.es 



MANUAL OF GRADED BIBLE COURSES 29 

before the story, sometimes at the close, and sometimes for a moment 
in the middle when they are needed to make plain a point in the story. 

When possible, let each child handle the pictvire at the close of 
the lesson, and answer questions about it. If the pictures are used in 
this way at the beginning, collect them before telling the story. The 
children are yet too yotmg to permit divided attention. A picture helps 
to make success seem real. Much can be taken in at a glance that would 
require many words to tell. Pictures of unfamiliar scenes may, how- 
ever, leave wrong impressions, which may be prevented or overcome 
by a few questions or explanations. Try to look at the pictiire with the 
child's eye. 

Try to use the memory verse several times while telling the story 
if it fits in naturally. Sometimes it may be developed from the children 
in their own language, and then recast in Scripture language. This, 
of course, aids both understanding and memory. Better omit the 
memory verse than have it learned parrot-fashion. 

When memorizing the text, have the Bible open. If possible, let 
several older children read it to the class. Then ask, " Who can tell it to 
us? " Ask who has a Bible at home and who will try to find this text? 

Children at this age are learning to read and are interested in show- 
ing that they can do so. Use their advancing powers always. In small 
classes possibly the Bible story may be read by each child after it has 
been told by the teacher. This will depend upon conditions. 

In addition to the memory verses, children of this age shovild 
memorize as many of ovu* selected portions of Scripture as possible. 
While they will not fully tmderstand all the words, they will understand 
enough to make it worth while, and will enjoy uniting with the older 
members of the school during general exercises. 

CONCRETE ILLUSTRATIONS 



In telling Bible stories we need not only the mind of Christ, but the 
method of Christ. " He took a Httle child and set him in the midst " 
in order to teach his disciples a needed lesson. He did not describe 
a child; he set a child in the midst. That is the concrete method, which 
secures attention and makes the meaning clear. His parables were 
vivid pictures, drawn from objects, familiar to his audience. He did 
not always point a moral, but the moral was always clear in his mind, 
and shone in the face of the story. Where the story deals with geo- 
graphical sites, the sand-table is an invaluable help, and where it deals 
with characters, the children can represent the characters. Where the 
floor-space permits the tracing of a large outline of Palestine and the 
Euphrates, the migration of Abram can be effectively taught in this 



30 MANUAL OF GRADED BIBLE COURSES 

manner. Where the stereopticon is available, use it. Try to encourage 
the use of blank-books during the second hotir, and the effort to make, 
with a few maps, a child's Bible of the story series. Define clearly in 
your own mind, before telling any story, what you wish the story to 
accomplish for the boy and girl. 



For example, in the first story; of what use is it to the boys and girls 
that face you? Suppose you read the words " In the beginning God 
created the heaven and the earth " and the School repeats them after 
you. You wish to make it clear that a Maker was necessary (leaving 
his method out of accoiint). Suppose you talk a little about the stm 
and planets and draw out the names of several, and their size and dis- 
tance from the earth. Suppose you find out whether the children have 
noticed the so-called " Dipper " among the constellations, and you 
tell them, how many years an express train, traveling as fast as elec- 
tricity, would require to reach it. The children are now ready for your 
question, whether these things came by chance or were prepared by 
God's power and wisdom. How can you make this clear? Hold 
your watch in sight and tell them two stories about its production, 
one that it was formed by chance, and one that it was designed. Then 
find out which the children believe. But you wish to make another 
point clear — God made these stars and planets for a purpose; then 
what was it, and do they fulfil his purpose? Do they fulfil it only now 
and then? Their purpose was to shine and they have been shining 
always — night and day, although invisible during the latter. What 
purpose did he make us to serve? What use are we if we do not fulfil 
his purpose. Place a number of articles on the table, that were made 
for a purpose and that do not work, and ask what is to be done with 
each. Above all, let the presence of God be felt while you are teaching 
this lesson. 

Ill 

Suppose the story is about Abram's migration. Clear the central 
floor space, the afternoon preceding, and arrange the chairs in a hollow 
square. Sketch, with colored chalks, the largest possible outline of 
Palestine and the course of the Euphrates, locating Ur, Babylon, Haran, 
Shechem, and Bethel. Select about seven of the most reliable children 
— ^Abram, Sarah, Lot, Terah, and servants. When the lesson time arrives 
conduct them to Ur, and draw out the reason for Abram's leaving it. 
March along the Euphrates and point out Babylon. The caravan 
occupies several months in reaching Haran. Find out what happened 
here from your helpers, and be sure that Terah drops out here. March 
to Shechem, crossing the Jordan below the lake of that name. A few 



MANUAL OF GRADED BIBLE COURSES 31 

questions will bring out what happened at Shechem, where Abram faced 
a strange race. What did the Shechemites understand by his building 
an altar? He took a stand for God and right. Then inarch to Bethel 
and bring out the facts once more. Then dismiss the children to their 
seats. Now what is the message here for the hollow-square audience. 
Abram had to come out from evil associations to be a man and to be a 
blessing. Some of you boys belong to the gang around the comer. 
I have seen you with them. Unless you cut loose from these old haunts 
you will never reach Canaan; if you cut loose and obey God's voice, 
he will make a man, and a useful man, of you. 

IV 

Another example will help. The story is that of the Good Samari- 
tan. You have read and pondered it not only for yourself, but for the 
boys and girls. Here is Christ's picture of the spirit of loving service, 
which he himself divinely illustrated. His own life was behind his teach- 
ing. Let us suppose you have clear in mind the person of the Samaritan, 
and what infinite value he saw in the bimdle of bruised and bleeding 
humanity on the wayside, after the priest and Levite had passed by. 
Suppose you have a vivid idea of what the Samaritan did, binding the 
wounds, giving his own seat, caring for him all night at the inn, leaving 
provision for him, and that you see clearly that the Samaritan's aim was 
to set the man on his own feet. Suppose you have a list of thieves 
that lie in wait for young as well as old, and especially thieves of your 
locality — the question remains how are you to catch interest at the very 
beginning. 

You have a t>and-table in front of the school, sloping at an angle 
of 45 degrees so that every eye can see. Spend five minutes at the 
opening, in digging out the Jordan Valley, clearing away the sand from 
the Mediterranean Coast line, building up the mountain backbone of 
Palestine and cutting down the gorge of the Kedron. Then locate 
Jerusalem, high up, and Jericho far below, and the inn half way down — ■ 
one of the wildest scenes in Palestine. This catches the eye and you 
can now have the children realize how a " certain man went down." 



The stereopticon wisely used can be made of great service. Suppose 
you have built up in thought a real Moses and the stages he passed 
through till he reached the great decision which you wish to present 
to your boys and girls. Egypt and the Nile are shadowy words. Secure 
a really good set of views of Egj^pt and the assistance of some one who 
knows how to manipulate a lantern without the fuss and fizz that spoil 
any occasion. Here is the Nile fringed with palms where Moses rocked; 
there is the king whose daughter came down to bathe; there is the school 



32 MANUAL OF GRADED BIBLE COURSES 

where he learned his letters, and there the way he wrote, and the sort 
of pen he used. There is the church he went to, and there are the gods 
he heard about, and even Egypt's judgment day. There is beautiful 
Philas, he must have looked on, and there is the wild desert for which, 
with God, he forsook all. There is nothing children love more than 
pictures, so that when you have the stereopticon, the three sections of 
your school must be combined for the day. The same remark applies 
to the method of teaching described in Note three. 

Note. — While the following lessons have been prepared with certain ages in view, the teacher, 
by slight modification or extension, may adapt chem to an entire school if it is not large enough to 
employ several teachers. 



OUTLINE OF BIBLE STORY COURSE 

PRIMARY COURbE: AGES FROM SEVEN TO TEN 
FIRST WEEK 

1. A story about a Bible that was lost and found: 2 Bangs xxii. 1-13, 
18-20, xxiii. 1-3. 

Memory verse: I have round the book of the law in the house of the Lord. 
2 Kings xxii. 8. 

His delight is in the law of the Lord. Psalms i. 2. 

2. The first story in the Old Testament: The Creation. Genesis i. 

1-31- 

Memory verse: In the beginning God created the heaven and the earth. Genesis 
i. I. 

3. Naming a baby boy: Matthew i. 18-25, Luke ii. 21, 7-14. 
Memory verse: Thou shalt call his name Jesus; for he shall save his people from 

their sins. Matthew i. 21. 

4. The baby's life in danger: Matthew ii. 19-23. (Story of the Wise 
Men.) 

Memory verse: Even the very hairs of your head are all numbered. Luke xii. 7, 

5. Review: 

SECOND WEEK 

6. Jesus at home and at school: Luke ii. 41-47. 

Memory verse: Jesus increased in wisdom and stature, and in favour with God 
and man. Luke ii. 52. 

7. Mary tells Jesus the story of Joseph: Genesis xxxvii. 3, 4, 12-36, 
xxxix. 1-6. 

Memory verse: The Lord was with Joseph, and he was a prosperous man. 
Genesis xxxix. 2. 

8. How Joseph returned good for evil: Genesis xxxix. 19-23, xli— 
xlvii. 

Memory verse: Overcome evil with good. Romans xii. 21. 



MANUAL OF GRADED BIBLE COURSES 33 

9. Jesus tells the story of Samuel: i Samuel i. 2, 7, 8, 10, 12, 28. 
Memory verses: (a) For tliis cliild I prayed. 1 Samuel i. 27. 

(6) And the child Samuel grew on, and was in favour both with 

the Lord, and also with men. i Samuel ii. 26. 
(c) Speak, Lord; for thy servant heareth. i Samuel iii. 9. 

10. Review: 

THIRD WEEK 

11. Jestis journeys to Jerusalem with Joseph and Mary: Ltike ii. 

41-52- 

Memory verses: (a) Now his parents went to Jerusalem every year at the feast 
of the passover. Luke ii. 41. 
(6) And the child grew and wa.\ed strong in spirit, filled with 
wisdom; and the grace of God was upon him. Luke 
ii. 40. 

12. Jesus in His heavenly Father's house: Liike ii. 43-52. 

Memory verse: After three days they found him in the temple sitting in the 
midst of the doctors, both hearing them, and asking them questions. Luke ii. 46. 

13. Tlie baptism of Jesus: Matthew iii. 13-17. 

Memory verse: Thou art my beloved Son, in whom I am well pleased. Mark 
i. II. 

14. Fasting forty days: Matthew iv. i-ii. 

Memory verses: (a) Thou shalt worship the Lord thy God, and him only shalt 
thou serve. Matthew iv. 10. 
{b) Get thee hence, Satan. Matthew iv. 10. 

15. Review: 

FOURTH WEEK 

16. The twelve friends: Mark i. 16-20, John i. 37-41. 
Memory verse: I have called you friends. John .w. 15. 

17. Jesus returns to Nazareth: Liike iv. 14-30. 

Memory verse: The Spirit of the Lord is upon me, because he hath anointed me 
to preach the gospel to the poor; he hath sent me to heal the brokenhearted. Luke 
iv. 18. 

18. Jesus heals a cripple: Matthew ix. 1-8. 

Memory verse: And all the city was gathered together at the door. And he healed 
many that were sick. Mark i. 33-34 

19. Jesus heals a blind man: Mark x. 46-52. 

Memory verse: Lord, that I might receive my sight. Mark x. 51. 

20. Review: 

FIFTH WEEK 

21. Jesus and the children: Mark x. 13-16, Mark v. 35-43, John 
vi. 9. 

Memory verse: Suffer the little children to come unto me, and forbid them not; 
ior of such is the kingdom of God. Mark x. 14, Luke xviii. 16. 



34 MANUAL OF GRADED BIBLE COURSES 

22. A storm on the lake: Mark iv. 37-41. 

Memory verse: What manner of man is this, that even the wind and the sea 
obey him. Mark iv. 41. 

23. Zacchceus, the man who climbed a tree to see Jesus: Ltike xix. 
i-io. 

Memory verse: The Son of man is come to seek and to save that which was 
lost. Luke xix. 10. 

24. The good neighbor: Ltike x. 25-37. 

Memory verse: Thou shalt love thy neighbor as thyself.. Leviticus xix. 18. 

25. Review: 

SIXTH WEEK 

26. A visit to Mary and Martha: John xii. 1-8. 
Memory verse: She hath done what she could. Mark xiv. 8. 

27. Jesus riding into Jerusalem: Mark xi. i-ii, Matthew xxi. 
1-16. 

Memory verse: Hosanna; Blessed is he that cometh in the name of the Lord. 
Mark xi. 9. 

28. Jesus talks about heaven: John xiv. 1-4. 

Memory verse: In my father's house are many mansions: if it were not so, I 
would have told you. John xiv. 2. 

29. The Easter story: Matthew xxviii, John xx. 1-18. 

Memory verse: He is not here : for he is risen as he said. Matthew xxviii. 6. 

30. Review: 

BIBLE STORIES 

PRIMARY course: AGES SEVEN TO TEN 
FIRST WEEK 

I. A story about a Bible that was lost and found: 2 Kings xxii. 1-13, 
18-20; xxiii. 1-3. 

Memory verses: (a) J have found the book of the law in the house of the 
Lord. 2 Kings xxii. 8. 
(6) If ye love me, keep my commandments. John. 
xiv. 15. 
The aim of this first lesson is to arouse an interest in the Bible and 
to explain briefly why we want to tell Bible stories in our school this 
Slimmer. 

POINTS OF CONTACT 

Children are interested in " Lost and Found " articles, hence this 
story of the young King Josiah's experience wiU hold their attention. 
Children of this age are also beginning to be interested in books as books. 
They are learning to handle books in school and possibly also in public 



MANUAL OF GRADED BIBLE COURSES 35 

libraries. They may be ready to recognize different kinds of books, 
as picture-books, song-books, reading-books, story-books. They may 
be interested to tell about the parts of a book such as its covers, its 
pages, what it is made of, and also who made it, etc. 
Hence we will introduce our first lesson as follows: 

INTRODUCTION 

Children, what kind of a book is this? [Hold up an open singing- 
book.] And this? [Show a picture-book.] What kind of books 
do you ha\-e in your school? We have singing-books and picture- 
books and story-books in this school. Will you help me take good 
care of them, so that none will be lost? Did you ever lose anything? 
What did you lose? Did you find it? I wonder if any of you know 
what book this is. [Hold up a Bible.] Yes, it is a Bible. This one 
is my Bible, and I should not like to lose it. I love to read the stories 
in it. Can you tell me any stories in the Bible that you have heard? 
Which one do you like best ? 

LESSON STORY 

A long, long time ago there was a king's servant who found a Bible 
that had been lost a long time. I am going to tell you where he found 
it for the king. The king's name was Josiah. 

But first I want to show you how they made Bibles a long, long time 
ago when Josiah was king. They made Bibles in rolls like this. [Take 
a long strip of paper and roll it and tie it. Also have a more complete 
scroll, which you have made at home, or a picture of an ancient manu- 
script.] They did not know how to print as we do in our country. 
There were not many books. Every book had to be made by hand. 
Do you know we have great big printing-machines that make books 
very fast? Here is a picture that shows a big printing-machine. 

Just see this big newspaper! When was it printed? Only last 
night. Covild any one make it so quickly! How many newspapers 
were printed last night? Hundreds and hundreds. Covdd you count 
them? No, indeed. 

That is because we have printers and printing-machines, so that now 
we can have many, many books and newspapers. There were no 
newspapers when Josiah was king. 

What are our books made of ? 

When Josiah was king they did not have any paper. Even the 
Bible rolls were not made of paper. "WTiat covld they have had to 
write on ? [Show a piece of parchment or leather, and lead the children 
to think how many, many sheepskins would be needed to make a Bible 
if one had been lost.] Who was so careless? Now you want to hear 
how this Bible roll was found. It was found in God's house. 



36 MANUAL OF GRADED BIBLE COURSES 

Kling Josiah was a good king and he loved God's house. There were 
not many churches where King Josiah Hved. There was just one beauti- 
ful one called a temple. It was made of white marble, and there 
were many rooms in it. One day the king sent men to clean the temple 
and repair it, for it needed it. He had carpenters and masons and 
builders. The king told them to buy timber and stone and to do the 
work well. (Who cleans this church for us every day?) In a box in 
one of the rooms in this beautiful temple the Bible roll was fovind. 

Then a man carried it to the king. The man said: 

" I have found the book of the law in the house of the Lord." 

Do you know why the man called it " The book of the law "? 

Josiah, the king, said: 

" Read it." 

When the king heard the law read, he was very, very sad, for he 
now knew that he and his people had forgotten to do some of the things 
that God wanted them to do. They had not kept God's law. Indeed, 
they had disobeyed one of God's laws. The king wept and prayed to 
be forgiven, for he wanted to do right; but, you see, the Bible had been 
lost, and even the king had forgotten what God wanted the people 
to do. 

Now I wonder if any one can tell me why I am going to tell you a 
Bible story every day, and why I hope you will surely come every day 
to Bible School and listen? It is because I want you to know how to 
please God. I want you to leam His laws and obey them, so that you 
will be happy and wise. 

You won't lose one story, I hope. 

Will you try to come every day? Now see if you can remember 
what the man said to the king when he carried the roll to him. 

Memory verse: I have found the book of the law in the house of 
the Lord. 

This is God's house, too, children, and you will find the book of the 
law here every day. We call it the Bible. 

2. The Creation: (God, our Father, making all good things for us.) 
Genesis, i. 1-31. 

Memory verse: In the beginning God created the heaven and the 
earth. Genesis, i. i. 

INTRODUCTION 

Yesterday I promised to tell you a Bible story every day. To-day 
I shall tell you the very first story in the Bible. Here it is on this 
page. By and by I shall read it to you or perhaps one of you can read 
it to me. But before I tell you, let us look at all these pictures which I 
have brought. 



MANUAL OF GRADED BIBLE COURSES 37 

[Place in conspicuous positions as many pictures as possible, sug- 
gestive of animals and plants. Have pictures of birds, fishes, bees, 
butterflies, flowers, the larger animals both wild and tame. Try to 
include the picture of a whale. Try to secure a few pretty stones. Have 
pictures of the ocean, of the sky, showing the sunrise or sunset, also a 
night scene sho\^^ng the moon and stars. Have a picture of a garden 
or orchard with fruit trees. Call children one at a time to tell what they 
see in the different picttires.] Our story to-day tells us who made all 
these things. 

LESSON STORY 

A verj', very long time ago there were no little children, no men, 
and no women. There was no blue sky. There was no water, and of 
course there were no flowers, because, you know, flowers cannot live 
without water. Were there any such beautiful birds or fishes as we 
see in our pictures? No, there were no animals at all. There was no 
sun and no moon and no stars, and it was all dark. 

Do 5'ou know what happened then? God made the heaven and the 
earth. When did God make the heaven and the earth? " In the 
beginning." Now I shall write that on our blackboard, for it is the very 
first story in the Bible. I know some of you big boys can tell me how 
to spell some of the words as I write them. [Write or print the mem- 
ory verse.] Who can point to the word "God"? To the word 
"heaven" and "earth"? To the words "In the beginning"? To 
the word that means " made "? 

Now who will read this first story in the Bible? [If older children 
predominate, omit finding words and read at once, but if the children 
are just learning to read, they will be delighted to show you that they 
can find words. It may be better in some classes to have an older 
child read the entire verse directly from the Bible instead of using the 
blackboard. If there is no blackboard, place a large sheet of manila 
paper on the wall and write with heavy black crayon or charcoal. 
Expand the story, and close by reading the entire chapter. Shorten 
the reading, if the children are immature or restless, by repeating only 
the following verses, i, 3, 4, 5, 7, 8, 9, 11, 13, 16, 19-28. If read well, 
with an occasional question, children of this age will listen attentively. 
There are so many familiar objects mentioned that they can follow the 
meaning. 

Occasionally refer to the pictures as you read, but without too much 
interruption. Be guided in this by the attention given. If it wanders, 
reference to one of the pictures mil recall it. I have known an intelli- 
gent child of six to enjoy the reading of this chapter, even asking to have 
it read a second time. This depends to some extent upon the voice 
of the reader and the ability to emphasize words that appeal to a child.] 



38 MANUAL OF GRADED BIBLE COURSES 

Who makes flowers grow now? Who takes care now of the sim? 
Of the moon? Of the stars? Who makes day and night now? (See 
Song Stories p. 17.) 



3. Naming a baby boy: (The first story in the New Testament.) 
Matthew i. Lvike ii. 21, 40, 7-14. 

Memory verse: Thou shalt call his name Jesus : for he shall save 
his people from their sins. Matthew i. 21. 

INTRODUCTION 

I wonder whether any of you have ever noticed a few blank pages in 
the Bible. See how they are in mine. What are blank pages for? 
Did you ever have a blank-book? What was it for? Do you think 
children ought to write on blank pages in the Bible? What are they 
for? [Tell about family records, and interest children in having their 
names written by their father or mother in a Bible, so that they will 
never forget their birthdays or the other family names and birthdays. 
Children of seven and eight may become much interested in the family 
records and like to hunt for their names. I believe that an early interest 
in a written family record supplemented by stories of the lives of suc- 
cessful ancestors may aid the children in making a good record in life's 
book.] 

Did you ever hear what we call all this part of the Bible that comes 
before the blank pages? And this part that comes after? This part 
is called the Old Testament, and this part is called the New Testament. 
Which is larger? [Children are always interested in size.] 

Some day when you are older you will learn more about these two 
parts of the Bible. Now I will close this Bible and see who can find the 
place where the New Testament begins. You see those blank pages 
help us to find the New Testament. Who can find the title-page of the 
New Testament? Do you know why it is called "new"? Because 
we have not had it nearly so long as the other part of the Bible. The 
New Testament is all about Jesus and the good news He brought 
from our heavenly Father. This good news is sometimes called " The 
Gospel of Jesus Christ, the Son of God." 

Yesterday I told you the first story in The Old Testament. What 
was it about ? To-day I am to tell you the first story in the New Testa- 
ment about Jesus. 

LESSON STORY 

The first story in the New Testament is about Jesus when He was 
a little baby. It is about the very day He was bom. When is Jesus' 
birthday? What stories did you hear about Jesus' birthday last Christ- 



MANUAL OF GRADED BIBLE COURSES 39 

mas? [Encourage children to tell what they remember. Put together 
their fragmentary stories and add what has been forgotten.] 

What is your baby's name? Who chose the name for your baby? 
We read that an angel spoke in a dream to Joseph and Mary and said, 
" Thou shalt call his name Jesus; for he shall save his people from their 
sins." In those days babies were named on the eighth day. Luke ii. 
2 1-40. 

The child was brought to church, and the minister received him with 
prayer and then gave him back to his father and mother. A good old 
man named Simeon stopped and took the child in his arms and thanked 
God, for he, too, seemed to understand about this wonderful baby who 
was to help the people to be good. Then a very, very old lady named 
Anna thanked God for the baby Jesus, and told her friends what a 
wonderful child she had seen that day in the temple. 

Mary was so very happy because her baby was to grow to be a good 
man and would help the people to be good that she sang a song of 
praise to God.^ (See Luke i. 46-55.) What shall we sing? 

" Praise Him, praise Him, all ye little children, 
God is love." 



4. The baby's life in danger: Matthew ii. 19-23, Luke xii, 27. 
Memory verse: The ver>' hairs of your head are all nvimbered. Luke 
vii. 7. 

INTRODUCTION 

Did you ever go on a journey with your father and yovir mother? 
How far did you go ? Did any of you ever go out of the city v/ith your 
father and mother? Where? How did you travel? Why did you go? 
I know a father who took his little boy out of this city last summer 
because he was afraid that he would be sick. [Some children may be 
interested to tell of the epidemic of the simimer of 19 16.] 

LESSON STORY 

Our story to-day is about a joiuney on a donkey. A dear little 
baby's life was in danger, and to save Him, His father and mother rode 
quickly away on a donkey. They had no camel to ride on, and there 
were no cars in their country. 

The baby I am going to tell you about was not in danger of sickness. 
There was a very wicked king in the city where He lived who wanted to 
kill Him. KiU a dear little baby! I wonder why. 

Do you remember the name of the town where Jesus was bom? 

If there is time the story of the visit to the temple when the babe was a month old may be 
added. This story is graphically told in a very interesting book entitled " When the King Came>" 
by George Hodges. 



40 MANUAL" OF GRADED BIBLE COURSES 

Now, Bethlehem was near a larger city named Jerusalem. This bad 
king lived in Jerusalem. His name was Herod. 

The wise men who rode on camels and who brought gifts to Jesus 
when He was bom went to see the king. They did not know that Herod 
was a bad king. The wise men told Herod that a wonderful baby boy 
was bom in Bethlehem and that they had come to see Him. Herod 
told the wise men that he had not heard of any wonderful baby, but if 
they found Him to come back. Herod knew the people did not love 
him, because he was a cruel king. 

He had heard that the Jews who lived in Jerusalem wanted another 
king. He was afraid the people would want Jesus to be their king 
when He grew up. What did Herod ask the three wise men to do? 
When the wise men did not return, Herod sent men to try to find the 
wonderful baby, and what do you think he told his soldiers to do? 
[Omit any details of the massacre.] 

God had already sent an angel to tell Joseph to take Mary and the 
young child far, far away to another country. Here they are riding 
away on the donkey. [Show picture.] 

Herod's men could not find the baby Jesus. He was far away in a 
country called Egypt. Joseph and Mary lived there in Egypt with Jesus 
for three or four years. They did not take Him back until they heard 
that King Herod was dead. It is very sad that so many kings are cruel. 

I am glad we have a president and no king in our country. A presi- 
dent never kills children. Who is otir president? Our president 
wants every one to be good to children. Did you ever hear of " Baby 
Week "? Every year the president and his helpers send word aU over 
the country for the doctors and nurses and teachers to tell mothers the 
best way to feed babies and to bathe them in summer-time. The 
hot stammer-time is hard for babies. We must take good care of them. 
[Questions to see what the older sisters know about taking care of milk, 
what not to feed babies, etc.] * 

When Jesus was growing up, I am sure His mother told Him about the 
journey to Egypt when His heavenly Father saved Him from the wicked 
king. Jesus believed God takes care of every one of us. One day 
when He was talking to some friends about God's loving care, Jesus 
said to them: 

" God takes care of the lilies and of the little sparrows. How much 
more wiU he care for you? ' Even the very hairs of yotir head are 
aU niimbered. Fear not.' " 

[Teach Song Stories, p. 5, Thanks Jor constant care.] 

5. Review: Review memory verses by such questions as these: 
(a) What did the men say to King Josiah when he had foimd the 
lost Bible? 



MANUAL OF GRADED BIBLE COURSES 41 

" I have fovind, etc." What did he call the Bible roll? Why? 
Where did he say it had been found ? 

(b) What does the first story in the Old Testament tell us? It 
tells us that " In the beginning, etc." 

(c) What did the angel tell Joseph and Mary about the baby's name? 
Why was Mary happy ? What did Mary sing? Let us sing our songs. 

(d) What did Jesus teach the people when He grew up about God's 
care of the birds? What did He say about lilies? About God's care 
for us? 

Re\'iew the hjonn, " Thanks for Constant Care." Song Stories. 

Children of school age like to answer questions. They may also be 
able to reproduce stories. Let them try, and ask others to listen care- 
fully, so that they can tell what is omitted. 

Pass all the pictures to help refresh the memory. One child after 
another tells what picture he has. It may be better to mount the 
pictures on a long, gray strip of stiff paper, as a low border on the wall, 
or upon a chart. 

SECOND WEEK 

6. Jesus at home and at school: Luke ii. 41-47. 
Memory verse: Jesus increased in wisdom and stature and in favour 
with God and man. Luke ii. 52. 

INTRODUCTION 

To-day I am going to tell you about what Jesus did when He was 
just about as old as you are. Do you remember where He was bom? 
Where did His parents take Him? When did they retiom home? 

LESSON STORY 

Joseph and Mary did not thinlc it safe to go back to live in Bethlehem, 
for Herod's son was king. They went to Nazareth, which was a small 
village farther north. [Some of the children are learning in school the 
points of the compass and wiU be pleased to point to the north. It is 
always well to use in a practical way knowledge that is being acqtdred 
in school. Children like to show what they know.] Nazareth was on 
the side of a hill. [Draw a hill and a few houses.] By the time Jesus 
was as old as you are, I am sure He covdd climb up to the top of the 
HU. Why is it pleasant to go to the top of a hill ? Jesus loved to play 
out-of-doors. He loved to look up at the sky and to watch the clouds. He 
played with His brothers and sisters and with the other children in Naz- 
areth. Nazareth was not a very large city. Perhaps Jesus knew every 
little boy and girl in Nazareth by the time He was as old as you are. 

You know fathers have to work to support the family. Did you 
ever hear what work Joseph, the father, did? He was a carpenter. 



42 MANUAL OF GRADED BIBLE COURSES 

What tools does a carpenter have ? Who can draw one for us ? What 
can a carpenter make? Do you think Joseph let Jesus come into his 
carpenter's shop? Here is a picture of Jesus with Joseph in the shop. 
How old does Jesus appear to be in this picture? As He grew older, 
Joseph taught Him to use a few of the tools. He could saw and hammer 
and plane. Jesus was a, wonderful boy and grew wiser every day. 

There was a school in Nazareth. It was in the church, like this 
school, but the Jews always called their church a synagogue. Did you 
know that Jesus and Mary and Joseph were Jews? Have we any Jewish 
people in New York? I know some boys who are not kind to Jewish 
boys. Do you know why? It is because some of the Jews in Nazareth 
and in Jerusalem were not kind to Jesus, but many Jews loved Jesus. 
We ought to think of that and remember that Jesus loves every one. 
I hope you will try to be like Him. Let me teU you what Jesus did when 
the Jews in Jerusalem were unkind to Him. He prayed for them and 
said, " Father, forgive them." 

In the school in the synagogue at Nazareth the children learned 
Bible verses as we do. I am sorry to say the Httle girls were not admitted, 
but they learned at home. 

In school the boys learned all the " book of the law," the ten com- 
mandments. Perhaps they sang "The Lord is my Shepherd" just 
as we do. 

The children sat in a ring on the floor. We do, too, sometimes. 
They crossed their legs this way and sat on mats. [Show picture.] The 
teacher sat in the middle. When the boys were old enough they learned 
to read the Bible rolls. [Show roll or picture as in lesson i.] Jesus 
learned to read the Bible. 

Even before Jesus went to school He knew some of the Bible stories. 
Who told Him Bible stories at home? Yes, indeed; Mary, His mother. 
Mary often sat up on the roof of the little house toward evening and told 
Jesus Bible stories. Sometimes they slept on the roof. I must tell 
you what kind of house it was, and then you will know why they sat 
and even slept on the roof. The house was only one story high and very 
likely it had only two rooms. The roof was fiat, and the steps were on 
the outside, like this [draw house or show one previously modeled in 
cardboard or clay]. It was safe and cool on the roof. 

To-morrow I am going to tell you one of the stories Mary told her 
children, for you must remember that Jesus had brothers and sisters 
who also loved to hear their mother tell Bible stories on the roof. 

" Jesus once was a little child, 
A little child like me, 
And He was piire and good and mild. 
As a little child shoiold be. 



MANUAL OF GRADED BIBLE COURSES 43 

He played as little children do, 

The pleasant games of youth, 

But He never was vexed 

If the game went wrong 

And He always spoke the truth." 

Now we must learn oiu: memory verse. It tells us that Jesus grew 
taller, just as you do every year,^ and that He grew wiser, too. What 
does that mean? What helped Him to grow wiser? Playing and work- 
ing and going to school and listening to His mother. " Jesus increased 
in wisdom and stature, and in favour with God and man." 

7. Mary tells Jesus the story of Joseph: Genesis xxxvii. 3, 4, 12-36, 
xxxi.x. 1-6. 

Memory verse: The Lord was with Joseph, and he became a pros- 
perous man. Genesis xxxix. 2. 

INTRODUCTION 

What did I promise to tell you to-day? Yes, one of the Bible stories 
that Jesus' mother told Him when He was a child like you. Where did 
we think they sat to hear Bible stories? What kind of a roof was it? 
How did they climb up to the flat roof? Perhaps sometimes they sat 
out on the hillside when they told Bible stories. What Bible stories 
■do you know? Remember the New Testament was not written when 
Jesus was a boy. All the Bible stories Mary knew were in this part 
-of our Bible. What do we call it ? [It is wise to bring the information 
acquired in previous lessons forward, as occasion arises, or children will 
forget. If this is done naturally, it is preferable to drill work.] 

LESSON STORY 

One evening on the roof Mary said: 

" Children, I am going to tell you a Bible story about a boy named 
Joseph." 

" Why that is father's name," said one of the children. 

" Is it about Joseph's pretty coat of many colors? " asked Jesus. 

" I am glad you remember about that pretty coat. I told you about 
it when you were a very little boy. That coat was made like yours, but 
it was more beautiful, for Joseph's father gave it to him and he was a 

' It will interest children to find their height. Ttis applies school arithmetic practically and 
makes a pleasant " point of contact " with the child's experience. It indirectly throws light upon 
the meaning of the memory verse, as stature is a difficult word. The teacher should take pains 
to use this unusual word several times while measuring, and ask one after another: " What is 
your stature? " " What do you think your stature will be next year when you come back to 
your Bible School" ? "I hope you will return and let me see how much you have grown. Will 
you try to grow wiser, too? ." 



44 MANUAL OF GRADED BIBLE COURSES 

rich man, and we are not rich. Joseph's father was Jacob. Jacob 
had many sheep, and we have only a few sheep and one cow; but we are 
very thankful to our heavenly Father for them. What do I make your • 
coats of? Yes, our sheep's wool. How do I do it? But we must not 
talk too long this evening about Joseph's coat, for I want to tell you 
the whole story of Joseph's life. It is a very long and interesting story. ' ' 

" Yes, mother, please tell it all," said Jesus, " and it is our father's 
name." 

" I will try, my son, for I know how you all love Bible stories." 

" Now, Jacob had twelve sons. The two youngest were Joseph 
and Benjamin, and Jacob loved them very dearly. They were his 
youngest children, and their mother, Rachel, was dead. You know how 
much we all love our youngest brother. But I am sorry to say the ten 
older brothers were rough boys. They were not kind to Joseph and they 
were jealous about the pretty coat. Joseph sometimes told his father 
tales about his elder brothers. 

" One day when Joseph was much older than you, his father sent him 
some distance from home on an important errand. Joseph was seven- 
teen years old. That is almost a man, you know. 

" Joseph's ten brothers were away from home taking care of the 
sheep, for they were shepherds. There was not enough grass near 
home, and they drove the sheep a long way off until they found good 
pasture." 

[Read or tell the narrative in Genesis xxxvii. 12-36. The story is so 
simply and dramatically told in the Bible that I advise reading it with 
a very few explanatory remarks. When interest is at its height, it is 
often an excellent plan to read directly from the Bible to children as old 
as those in the group from seven to ten.] 

" Of course," said Mary, as she continued telling the story, " Joseph 
did not want to go to Egypt. He must have begged his brothers not to 
sell him, but when he found that he had to go, he was brave, I am sure. 
You must remember he was almost a man. How old? I am sure he 
must have said, ' Brothers, let me wear the coat that father gave me.' 
But' those cruel brothers would not. What were they going to do with 
the coat? 

" Joseph asked God to take care of him as he mounted the camel 
bravely. I have no doubt he even tried to enjoy the ride, though it was 
a long time before they reached Egypt. What did he see on the way? 
It is pleasant to travel and see the coimtry." 

Who bought Joseph from the merchants? (Genesis xxxvii. 36.) 

Now, Potiphar Itked Joseph. [Study and tell the story in Genesis 
xxxix. 1-6.] 

Have the child memorize: " The Lord was with Joseph and he was 
a prosperous man." 



MANUAL OF GRADED BIBLE COURSES 45 

[Nothing need be said about the famine until the next lesson. We 
reach a desirable cHmax at this point. Always end a story to children 
with the triiimph of the good.] 

8. How Joseph returned good for evil: Genesis xxxix. 19-23, 
xli-xlvii. 

Memory verse: Overcome evil with good. Romans xii. 21. 

[It may be best at this age to omit the details of the prison story 
and, in some classes, all the dreams excepting the king's. All these 
details will interest later, but are difficult for a chUd to follow. Concen- 
trate attention upon the famine, Joseph's responsibility in saving food, 
and its distribution. The recent need of food in many countries makes 
the lesson of special interest at this time. Many of our children have 
made sacrifices to send food to the starving children in other lands. 
Refer to this in teaching. Tell of definite incidents as, "I know of one 
child who had a dollar given to her for Christmas, and she gave it all 
for food for the children in Belgium." 

Study especially Genesis xxxix. 19-23, xli. 1-44, 46-49, 53-57, 
xlii. 1-38, xliii. 1-34, xliv. 1-34, xlv. 1-28, xlvi. 1-7, 28-34, xlvii. 1-12.] 

9. Jesus tells the story of Samuel: i Samuel i. 2, 7, 8, 10, 12, 28. 
Memory verses: (a) For this child I pra}-ed. i Samuel i. 27. 

(b) And the child Samuel grew on and was in favour 

both with the Lord, and also with men. i Sam- 
uel ii. 26. 

(c) Speak, Lord for thy sen,'ant heareth, i Samuel iii. 9. 

INTRODUCTION 

One evening Jesus said to Mary. 

" Mother, will you tell us a Bible storj^? " 

" Which story, my son? " 

" I love to hear about Samuel in the temple, mother." 

" Why do you love that story so much, my son? " 

" Mother, it is because Hannah let Samuel live in God's house. 
Won't you take me soon to Jerusalem? I want to see the temple. 
Sometimes I wish you would let me li\'e there, Hke Samuel. Is this 
temple like the one Samuel and Eli lived in? " 

" Oh, no, my son, the house of the Lord in Jerusalem is much more 
beautiful. You shall go soon to the great feast. Suppose we listen to 
you this evening. You can teU the story to your brothers and sisters, 
I am sure, as well as I. Begin at the beginning and tell them all about 
Hannah's prayer." 



46 MANUAL OF GRADED BIBLE COURSES 

Jesus was pleased to be asked to tell the story. He had heard it 
many times and had been reading it in the Bible roll at school. Can 
any child here tell the story of Samuel? If so, he can tell it to us to-day. 
[If no child knows this story, teU it simply, yourself, gathering the points 
from I Samuel i-iii. Show pictures of Samuel. Haimah afterward 
had five children (i Samuel ii. 21), so that she was not lonely without 
Samuel, but she did not forget him.] 

" I see, Jesus, my son, that you study the scriptures careftdly." 
What present did Hannah take every year to Samuel? Who made it? 
Who makes yoiu" clothes? [Study i Samuel iii. 1-19 and dwell upon 
verse 18.] Did Samuel remember God's message well? How did he 
tell it? " And Samuel told him [Eli] every whit, and hid nothing from 
him." Are children sometimes trusted to carry messages? Did you 
ever take a message? Did you try to remember to tell it exactly right? 
Then you were true like Samuel. It is very fine to have a reliable 
messenger. [The children are rather young to appreciate Eli's neglect 
and yet it may be possible to explain a little about the responsibility of 
parents and the child's duty to listen to a warning.] You see a child 
may bring sorrow to his parents. I hope you will all be like Samuel 
and not like Eli's sons. I am sure your eldest brother, Jesus, will. 
Let us thank him for telling us the story to-night. 

10. Review. Before the review day it may be helpful to appoint dif- 
ferent children to be ready to tell certain parts of each story. If possi- 
ble, plan this week for a dramatic review of the story of Joseph or of 
Samuel. Both these stories lend themselves readily to dramatic repro- 
duction. It is not necessary to have costumes, though a few simple 
Oriental robes will add to the interest. Children love to dress up. Cer- 
tain parts of this story that cannot well be dramatized may be nar- 
rated as connecting links in the little play. There need be no formal 
preparation. Let the children suggest as much as possible what to do. 
The list of scenes and stories should be in the teacher's mind, but the 
play should be made by the children not as a display but to test their 
knowledge. 

Scene (a) Jacob telling Joseph to go to find his brothers. 

(b) Joseph talking to the stranger, who tells him of Dothan. 

(c) The story of the brothers consulting when they see Joseph 

coming should be told, as it is not desirable to let young 
boys impersonate rough men, but Reuben may be 
represented as in Genesis xxxvii. 29-30. 

(d) Joseph's joiimey to Egypt (told). 

(e) Joseph helping in Potiphar's house (told). 
(/) Joseph's prison life (told). 

(g) Joseph before Pharaoh. 



MANUAL OF GRADED BIBLE COURSES 47 

(h) Joseph superintending the gathering of grain. 
(i) Arrival of Joseph's brothers. 
(j) Return of nine to Jacob with loaded sacks. 
(k) Report of sons to Jacob. 
(/) Second jovimey. 
(m) The feast at Joseph's house. 
(«) Finding the cup. 
(o) Joseph makes himself known. 
(p) Brothers return to the father. 
(q) Father meets long-lost Joseph. 

THIRD WEEK 

II. Jesus' journey to Jerusalem with Joseph and Mary. Luke li. 
41-52. 

Men.ory verses: (o) Now his parents went to Jerusalem every year 
at the feast of the passover. Liike ii. 41. 
(b) And the child grew and waxed strong in spirit, 
filled with wisdom; and the grace of God 
was upon him. Luke ii. 40. 

INTRODUCTION 

[In preparation for this lesson it will be very helpful to read chapters 
vii and viii of the book already referred to; namely, " When the King 
Came." 

The story of the journey is contained in two sentences in Luke ii. 
41-42, but imagination may well be exercised to help us in recalling 
interesting spots in the Holy Land, as our young pilgrim saw it, with the 
ej-e of youth, as he traveled with his parents towards Jerusalem. 

Tell of reaching the River Jordan and the Sea of Galilee. (See 
"When the King Came." Hodges, p. 47.) Possibly the company 
rested there over night and bought fish for breakfast from a fisherman 
on the lake. We must imagine a large company of pilgrims, for there 
were many besides Joseph's family sleeping out under the stars or 
possibly pitching tents for the night if it rained. We can imagine the 
picnic lunches for three or four days so enjoyable to children. It was 
certainly springtime, and many were the flowers by the road. The 
birds were building nests in the trees. We can imagine resting-time, 
when Jesus sat by Mary or Joseph and asked questions not only about 
the feast they were going to keep at Jerusalem, but also about the towns 
and the villages as they passed through them or tarried to call on 
friends. We can be sure that some of these places recalled the Bible 
stories of the Old Testament.] 

Jesus was now twelve years old. He had doubtless kept the feast 



48 MANUAL OF GRADED BIBLE COURSES 

of the passover at home other years. All of the family could not travel 
so far every year, but the law of Moses required that the men should 
do so. Did the travelers sing on the way? Indeed they did. The 
psalms from 120 to 134 were called " Pilgrim Songs." Pilgrims are travel- 
ers, you know. I think they sang when they came in sight of Jerusalem: 

" I was glad when they said unto me, Let us go into the house of the 
Lord." That was the song in Jesus' heart, as you will hear soon. 

[Again, in imagination, we can climb the hills of Palestine with the 
holy family. We may try to catch the first view of Jerusalem. We 
may hasten to the temple as Jesus must have done, so anxious was He 
to be about His heavenly Father's business, so anxious was He to ask 
those wiser than His parents for instruction.] 

It was not only to keep the feast of the passover that Jesus came 
to Jerusalem when He was twelve years old. It was the time when 
Jewish boys " joined the church," as boys often do now when they 
are twelve or thirteen years old. I hope you will all want to do so, in 
order to show that you love our heavenly Father and mean to please 
Him. God's children love to meet together often to sing praises and 
learn more about Him. Our ministers and teachers study the Bible 
and ask God to help them teach us God's laws and tell of His great 
love in sending His Son. 

Here is a pictiire of the temple at Jerusalem. It was built of white 
marble. The floors were of colored marble. The fumitiore was covered 
with gold. There was a golden candlestick with seven branches like 
this. [Show picture.] There was a table of gold, and an altar on which 
sweet-smelling spices were burned every evening and every morning, 

Joseph and Mary bought a little lamb for the passover supper. They 
found a place with friends to eat it, and prepared it just as Moses had 
told every one to do. 

After the supper, Jesus said to Joseph, 

" Father, why do we always eat a lamb at the passover supper? " 
Then Joseph said, 

" My son, many years ago our grandparents lived in Egypt. 
Pharaoh treated them and their children very cruelly. God sent 
Moses to tell this king to let the people go to another land. 

" After many ptmishments Pharaoh did let our people go, but 
his last punishment was a very sad one. The angel of death was 
sent into every house of the Egyptians, but he passed over the houses 
where God's people lived. This is why our feast is called ' the feast of 
the passover." Moses had told our people to kill a lamb for supper 
and sprinkle its blood upon their door-posts, so that the angel of death 
wovild know which houses to pass over. That is why we have lamb 
for supper at this great feast." 

" Father, why do we eat this unleavened bread? " 



MANUAL OF GRADED BIBLE COURSES 49 

" That is because the people had to hurry away that night from 
Egypt. They could not wait for the leaven to make their bread rise. 
[Explain that leaven is like our yeast.] We eat imleavened bread for 
seven days every year to help us remember what our people did so long 
ago." [Explain that even now all Jews keep this feast of unleavened 
bread for seven days every year.] 

12. Jesus in His heavenly Father's house: Luke ii, 43-52. 

Memory verse: After three days they found him in the temple sit- 
ting in the midst of the doctors, both hearing them, and asking them 
questions. Luke ii. 46. 

INTRODUCTION 

[Ask a few questions in review of yesterday's lesson. Show the pic- 
ture of the temple and explain a little more about the courts around it 
if the children are interested. Perhaps it would be well to use building- 
blocks. Encourage the children to ask questions.] There were many 
sights in Jerusalem. There were Roman soldiers there, too. Jesus 
saw them all. Have you ever visited another city besides your own? 
If your cousin from another city came to visit your city, what places 
would you take him to see ? ^ 

LESSON STORY 

You remember that the feast of the passover lasted for seven days. 
Every day Jesus went to the temple to try to learn more about it and 
to hear the wise men who lived there explain the Bible rolls. These 
men were like our ministers and our lawyers. But at last it was time to 
go home to Nazareth. Jesus did not want to leave the templfe. He 
wanted to ask more questions of the doctors. He did not know when 
His friends started to return. 

There were so many cousins and aunts and uncles with Mary and 
Joseph that they did not miss Jesus at first. They traveled all day 
without missing Him. When it drew toward evening, Mary said to 
Joseph. 

" Where is Jesus? " 

Joseph said: 

" I have not seen Him since we left Jerusalem. We must look for 
Him." 

Mary was anxious to find Him. [Read Lulce ii. 43-52. Show Hof- 
mann's picture " Jesus in the Temple."] How earnest Jesus' face looks: 
He is anxious to learn all He can about His heavenly Father. It is 
good for children to think and to ask questions. Jesus was wiser than 
other children. Even the teachers were astonished that such a young 

' It is desirable for children to know their city well. Teachers and parents are now taking trips 
with growing boys and girls to museums, parks, public libraries, etc. 



50 MANUAL OF GRADED BIBLE COURSES 

boy was so eager to learn. The doctors asked Jesus questions, too, 
and were astonished at His replies. [Read verse 47.] 

But when Jesus saw that His mother and father wanted Him to 
return, He went with them. They told Jesus that they had been looking 
for Him for three days. Jesus said : 

" I thought you would know where to find me. Why did you look 
for me anywhere else? I have been here all the time. I love to learn 
about my Father in heaven, and what he wants me to do to help His 
people when I am a man. I want to be a teacher." 

Mary and Joseph explained to Jesus that He was not yet old enough 
to leave them. 

13. The Baptism of Jesus: Matthew iii. 13-17. 
Memory verse: Thou art my beloved Son, in whom I am well 
pleased. Marki. 11. 

INTRODUCTION 

Do you remember the name of the river that Jesus saw on the 
journey to Jerusalem? To-day our story is about another time when 
Jesus went to the River Jordan. It was when He was much older. 
It was when the time had come for Him to leave home and teach the 
people. I think that before Jesus left home He spent an evening on the 
hillside or on that roof where He had learned so many Bible stories. 
I think He said, 

" Mother, I must leave home, and I must go and preach to the 
peopla I must tell them the messages that my heavenly Father has 
put in my heart." 

I think Mary remembered then what the angels sang when Jesus 
was born. Perhaps she told Jesus about that night when the angels 
sang. 

" Yes, my son, you must go and preach. Your brothers and sisters 
are old enough to help take care of me. We shall all miss you. Come 
back to Nazareth and preach to us, too." 

" I will, mother, if my heavenly Father sends me." 

LESSON STORY 

When Jesus reached the River Jordan He met His cousin John. 

John had been living in the wild woods for a long time. [Tell how 
John dressed and what he ate. Matthew iii. 4.] 

Every day crowds of people came to hear John preach. He told 
them that another teacher would soon come who could teach better 
than he. Who was it? John had known Jesus in Nazareth, for John's 
mother and Mary were cousins. 



MANUAL OF GRADED BIBLE COURSES 51 

John said : 

" Repent ye for the kingdom of heaven is at hand." He meant 
that those who had done wrong must be sorry for their sins ; he meant 
that they must turn about now and do right and get ready to hear what 
Jesus would tell them about the heavenly Father. John said : 

" If you have two coats, give one to some one who has none." Some 
soldiers came one day to hear John preach. They said: 

"What shall we do?" 

John answered: 

" Do not hurt any man. Do not speak falsely." 

What does that mean ? Then many people who had been inqviiring 
confessed their sins, and John baptized them in the River Jordan. 

One day while he was baptizing, Jesus came and asked to be baptized. 
At first John said : 

" No, You are better than I am. You ought to baptize me." 

" Let it be as I ask. I want you to baptize me," said Jesus. 

Then John baptized Jesus. [Read Matthew iii. 16-17 ^iid teach 
the memory verse.] 

14. Fasting forty days. Matthew iv. i-ii. 

Memory verses: (a) Thou shalt worship the Lord thy God, and him 
only shalt thou serve. Matthew iv. 10. 

(b) Get thee hence, Satan. Matthew iv. 10. 

INTRODUCTION 

(Let the children narrate anything they know about fasting Recall 
Lent.] How long does Lent last? What happy day comes when Lent 
is over? Did you fast this year? How? Jesus ate nothing, but we 
do not give up everji^hing. WTiat do we do now? 

LESSON STORY 

After Jesus was baptized, he went away from the crowds into the 
woods. He wanted to be alone for a v,'hile in order to pray and to 
listen to God's voice, speaking to Him. While He was praying and 
listening, He did not even think of eating. He fasted forty days. 
Can you count so many days ? How many days in a week ? How many 
weeks in forty days? That is a long time. After that, Jesus was 
very hungry; but just as He was going to get something to eat 
a very strange thing happened. A very wicked being whom people 
called " the tempter " came and talked to Jesus. The tempter tried 
to make Jesus do something wrong. At first the tempter was very 
pleasant and said He was sorry Jesus was hungry. He said : 

" If you are God's son, why don't j^ou change these stones into 



52 MANUAL OF GRADED BIBLE COURSES 

bread? " But Jesus would not do it. Jesus said something like 
this : 

" My Father in heaven will tell me what to do. I cannot listen to 
you. I have been sent to help others, not myself. I want only what 
my Father gives me to eat." 

Then the tempter tried to get Jesus to throw himself down from 
a high place. He said: 

" It won't hurt you, for if you are God's Son, He will send angels to 
hold you up." 

But Jesus would not go tumbling down just to show the people 
who He was. He said: 

" I can tell that you are tempting me to do wrong. You are a 
tempter. You try to get those who listen to you to do wrong. It is 
written in the Bible. ' Thou shalt not tempt the Lord thy God.' " 

So this tempter tried hard to think of something else. One day the 
tempter took Jesus up on a very high hill and said : 

" Do you see all this world? I will give it all to you if you will do 
what I want you to." 

Then Jesus knew that He must not let the tempter even talk to Him. 
He said quickly and sternly: 

" Get thee hence, Satan." The tempter went away, for he could 
not tempt Jesus to please him.^ 

Every year nowadays many people who love Jesus fast in order 
to show that they remember this story of Jesus' long fast in the wilder- 
ness. For six weeks they do not eat some of the things that they like. 
SomiC Christians also fast one day every week, to help them remember 
how Jesus taught us not to listen to any one who tempts us to do 
wrong. 

Let us learn the words that Jesus spoke to the tempter to send 
him away. " Get thee, hence, Satan; for it is written, ' Thou shalt wor- 
ship the Lord thy God and him only shalt thou serve.' " 

[The observance of Lent among Christians is an object-lesson like 
Christmas, Any teacher is quite free to omit this or any other lesson 
that seems not adapted to the class or that does not coincide with his 
own views. In case of omission, one may well spend this day's Bible 
lesson in giving fuller meaning to the prayer " Lead us not into tempta- 
tion, but deliver us from evil." Some of these oft-repeated phrases have 
little meaning to children accustomed to repeat them glibly from 
babyhood. I think the story of the temptations of Jesus will elucidate 
this prayer even though it is not wholly understood. Examples of 
children's temptations should be sought.] 

^ Children of this age may not fully understand this lesson, but I told it once to an intelligent 
boy of six, and it interested him very much. He laughed heartily when Jesus told Satan to get 
away. A laugh is not a bad way to impress a great truth sometimes. The lack of a sen:e of humor 
is a very serious drawback in life. 



I 



MANUAL OF GRADED BIBLE COURSES 53 

15. Review: The children choose stories as on other review days. 

16. The twelve friends: Mark i. 16-20, John i. 37-41. 
Memory verse: I have called you friends. John xv. 15. 

INTRODUCTION 

What is a friend, children? How many friends have you? Do they 
come to see you ? Do you go to see them? What do you do for them ? 
Jesus had many friends, but there were twelve who stayed with him 
more than others did. Jesus taught them, and then they helped Him 
to teach the people. The people followed Him to hear Him talk. 
They crowded around Him. Some of them were fishermen. What 
do fishermen do? Have you ever caught a fish? Have you ever seen 
a big net in which fishermen catch many fish aU at once? Where did 
these friends of Jesus, who were fishermen, live ? Some of these fisher- 
men were Jesus' cousins. They had known Him in Nazareth. [See 
" WTien the King Came," Hodges, p. 86.] 

One day when Jesus was walking by the Sea of Galilee, He saw 
His cousins James and John, wnth their father, mending their nets. 
What kind of nets were they? Why did they need to be mended? 
Jesus called James and John, and they followed Him. Another fisher- 
man named Andrew asked Jesus where He was living. Jesus said : 

" Come and see." 

So Andrew went home with Jesus, and asked Jesus questions. 
Then Andrew said : 

" I am going to find my brother Peter and bring him to see 
you." 

The next day Andrew found Peter and brought him to Jesus. Now 
see if you can remember these four names: Andrew, Peter, James, 
and John. How many more will it take to make twelve? I will not 
tell you all the other names. Some day when you are older you can 
read them in the Bible. These twelve men are often called " the 
twelve disciples of Jesus." They all called Jesus their " Master." 
I will tell 3'ou one more name, and that is " Matthew." I want 
you to remember Matthew, because he wrote a book telling us about 
Jesus. Would you like to see Matthew's book about Jesus? It is the 
first book in the New Testament. Let me see if any boy can find 
Matthew's name right here in the Bible. See here and here and here! 
Now see who can find John's name? John wrote a book about Jesus, 
too. He wrote it a long time after Jesus had gone back to heaven. 
In John's book we can read how Jesus comforted his disciples before 
He went back to heaven. I will write these five friends' names on our 
blackboard. [Show pictvtres also, letting children teU which one they 



54 MANUAL OF GRADED BIBLE COURSES 

think is meant for Peter, etc. By such devices it is possible to hold 
attention and also rest the mind of the child. Hence, they are im- 
portant.] 

17. Jesus returns to Nazareth: Liike iv. 14-30. 

Memory verse: The Spirit of the Lord is upon me, because he 
hath anointed me to preach the gospel to the poor ; he hath sent me to 
heal the brokenhearted. Ltike iv. 18. 

INTRODUCTION 

[Ask a few questions about the baptism and the forty days in the 
wilderness.] 

LESSON STORY 

Our story to-day is about going home to Nazareth. Why did 
Jesus want to go home? Did Mary have a telephone, so that Jesus 
could call her and teU her where He was? Could He telegraph? Co-uld 
He send a letter? No; in that country there was nothing he could 
do, but go to Nazareth and tell His mother all that had happened while 
He had been away. What else do you think He wanted to tell her? 
He wanted to tell her that He could not be a carpenter any longer. 
He must preach. Have you ever heard a minister preach? Jesus 
walked all the way -back to Nazareth, stopping whenever he came to 
a village. [Elaborate by talking about a country road and a village.] 

The news had traveled from village to village that God had sent a 
wonderful teacher, who could cure the sick and make the blind see. 
Crowds gathered everywhere by the roadside and in the streets to meet 
Jesus. They brought sick people, and Jesus made them well. Then 
greater crowds came ; they invited Jesus to come into their synagogues 
and teach, and every one listened gladly. [See Luke iv, 15.] 

At last Jesus reached His own town. What was it called? How 
glad Mary was to see Him again! His brothers and sisters were glad, 
too. There were the wood shavings on the floor and the carpenter 
bench, and the very tools that Jesus had used so many years. Per- 
haps the family thought that Jesus had come home to work. But Jesus 
must have said : 

" Brother, I cannot stay at home. I cannot be a carpenter. I must 
preach. My Father has sent me with a new message, with good news 
to aU people. He has sent me to heal the sick and the brokenhearted. 
I must be a minister now. I will preach in our synagogue in Nazareth 
next Sabbath if you think the people want to hear me." 

" Indeed," Mary must have said, " you will surely come to our 
synagogue on the Sabbath Day just as you always have done." (Luke 
iv. 16.) 



MANUAL OF GRADED BIBLE COURSES 55 

[Now relate as graphically as possible what occurred in the syna- 
gogue. Hold a Bible roll ^\^th the verses from Isaiah written upon it, 
read it standing as was the custom. Sit down as 3'ou tell the rest of the 
story. Luke iv. 20, 21. 

Tell of the whisper, " Is not this Jesus, the carpenter's son? " and 
of the decision against him.] 

Sad to say, they could only think of Jesus as the carpenter's son, 
and not as the Son of God. Do you remember what happened after 
John baptized Jesus? Wliat did the voice say? 

Jesus then went to a city called Capernaum and taught in the 
synagogue there on the next Sabbath Day. (Luke iv. 31, 32.) 

18. Jesus heals a cripple: Matthew ix, 1-8. 

Memory verse: And all the city was gathered together at the door. 
And he healed many that were sick. Mark i. 33, 34. 

INTRODUCTION 

Children what is a cripple? Have you ever heard of our schools 
for crippled children? Tell me what you know about them. How do 
crippled children get to school? The board of education sends stages 
for them every day. Are you very careful when you cross the streets? 
Why? It is so hard not to be able to run about. I am sure you wiU 
be very caref -jI every day. Where should you cross the street ? I hope 
you will never be a cripple. 

LESSON STORY 

To-day our story is about a cripple. [Show a picture or describe 
accurately.] Wliere is the cripple ? What are his friends doing ? What 
kind of a house is it? Why are they taking this cripple to the roof? 
How did they carry him? How did they let him down? [If you have 
no picture, make a vivid word picture. This story is given so well in the 
Bible that it should be read to the children and paraphrased. Dwell 
on verse 12. Speak again of the kind friends who helped the cripple 
to get to Jesus.] Have you ever helped a lame boy? Why do we 
have special schools for them? What do some men make for cripples 
to help them to walk? What is a crutch? Can you draw one? [If 
the children are old enough, tell them about the manufacturer of arti- 
ficial hmbs.] If we cannot make a limb for a soldier whose leg has been 
shot off, perhaps our pennies will help buy one for him. Was this the 
only cripple Jesus made well? What does our memory verse tell us 
to-day ? 

19. Jestis heals a blind man: Mark x. 46-52. 

Memory verse: Lord, that I might receive my sight. Mark x. 51. 



$6 MANUAL OF GRADED BIBLE COURSES 

INTRODUCTION 

Children, close yoiir eyes. Suppose you covild never see. What do 
you call a person who cannot see? Have you ever heard of a child 
who cannot see? I know of a little girl who was cutting her shoe- 
string with a penknife. This is the way she cut. [Illustrate by cut- 
ting upward.] She was looking too close, and the knife went right into 
her eye. Can you think of a better way to cut? Anna lost the sight 
of one eye, but she can see with the other. Now she has a glass eye, 
because it makes her look better, but she cannot see with it. A little 
boy once threv/ a hard snowball, and it struck a little girl's eye. Lottie 
was taken to the hospital, but the doctor could not save her eye. I 
hope you will all be very careful of your own eyes and of other children's 
eyes. Close your eyes again and think how dreadfiil it is not to see all 
day long, not to see your mother, not to see the sun or the moon or the 
stars, not to see the flowers or the sunshine. Can blind children learn to 
read? Do you know how they read? In the public library there are 
story-books and Bibles for blind children. You must tell the blind 
about these books. They can feel the letters. There is a big house 
where blind people learn to make brooms and even how to sew and 
use typewriters. It it called the " light-house." Have you ever 
helped a blind person? I hope you will some day. Some blind men 
even learn to walk alone or with a little dog to lead them. 

LESSON STORY 

\ 

Our story to-day is about a blind beggar. Why did he have to beg? 
There were no schools for blind children in his city. This blind man 
lived in a place called Jericho. He sat every day by the gate where 
people were passing, so that he could beg for help. His name was 
Bartimaeus. This was when Jesus was on earth. A friend of his told 
him that Jesus coidd make him see. Bartimseus said: 

" Won't you watch and tell me if Jesus comes to Jericho? I wiU 
ask Him to make me see." 

So he waited very anxiously as he sat begging and one day he heard 
some one call out : 

" Jesus of Nazareth is coming! Jesus is coming! " 

Oh, how Bartimaeus listened! Blind people can hear very weU. 
Soon he heard the crowd coming, for a great company of people always 
followed Jesus and His disciples wherever they went. Bartimaeus 
could not see Jesus, but he cried out : 

" Jesus, thou son of David, have mercy on me." 

Some one in the crowd tried to make him keep quiet. Do you 
think he stopped? No, indeed, he went right on calling louder and 
louder until at last Jesus heard him. What do you think Jesus did? 
Jesus stood stiU and listened. Then He commanded one of His dis- 



MANUAL OF GRADED BIBLE COURSES 57 

ciples to go and get BartimEeus. Some kind man near Bartimseus 
said: 

" Be of good comfort, rise; he calleth thee." 

So he sprang up, threw down his cloak, and went to Jesus. Then 
Jesus said: 

" What wilt thou that I should do imto thee? " 

The blind man said : 

" Lord, that I might receive my sight." 

He beheved that Jesus could give it to him. That is, he had faith 
in Him. Jesus said: 

" Go thy way, thy faith hath made thee whole." 

And immediately Bartimasus received his sight and followed Jesus 
in the way. 

Listen while I read this beautifiil story in the Bible. What a happy 
day for Bartimsus. Some one has written a hjTnn based upon this 
story, " Once I was blind, but now I can see, — The light of the world 
is Jesus." 

20. Review: Ask questions such as: (a) Who remembers five 
names of Jesus' friends? How many mofe names will you learn some 
day? Where did Jesus find James and John ? What were they doing? 
Why did Jesus want His twelve friends to leave their work and stay with 
Him? 

(b) When Jesus went back to Nazareth, where did He preach? 
Did they invite him to come again ? Why did some people think that 
Jesus was not a minister? What else did Jesus do besides preach? 

(c) What can you tell me about the cripple Jesus made well ? How 
did he get to Jesus? What can you do to help any one that is lame? 
Who will tell us about Bartimseus? Was he lame? Have you taken 
good care of yotir eyes this week? Have you seen any blind child 
lately ? How could you play with a blind child ? 

Let children choose other stories in review if there is time. Show 
pictures asking one or two questions about each. Simply calling to mind 
occasionally, keeps the lesson from slipping away. Well-conducted 
reviews are pleasing to children. 

FIFTH WEEK 

21. Jesus and the children: Mark x. 13-16, Mark v. 35-43, John 
•vi,9. 

Memory verse: Suffer the little children to come unto me, and for- 
bid them not; for of such is the kingdom of God. Mark x. 14, Luke 
xviii. 16. 



58 MANUAL OF GRADED BIBLE COURSES 



INTRODUCTION 

Some of Jesus' twelve disciples made a great mistake one day. Did 
you ever hear about it? [Allow any child who wishes to do so, to tell 
the story;, then tell it more fully yourself, for there will be some who 
have not heard this beautiful story.] 

LESSON STORY 

As Jesus was going about from town to town talking to the older 
men and women, He did not forget the children. No, indeed. He 
made little sick girls well and boys too, I am sure. One little girl had 
died, but Jesus brought her back again to life. This little girl's father 
was a minister. They lived in Capemaura. The father's name was 
Jairus. He had only one little girl. She was twelve years old and she 
was very, very sick, and the doctor had said that she would die. 

Jesus had gone away from Capernaum, but that very day He came 
back. A crowd was waiting to hear Him talk, but the minister hurried 
through the crowd and fell down at Jesus' feet. That is the way 
people used to do when they were very earnest. 

Jairus said to Jesus; 

" My little daughter lieth at the point of death; I pray thee, come 
and lay thy hands on her, that she may be healed; and she shall live." 
Do you think Jesus would leave the crowd of people who wanted to 
hear him talk in order to see a little sick girl? Yes, He did, but he was 
stopped by a very sick woman who caught hold of His cloak. He 
made this woman well, although she had been sick a long, long time. 
Then He went into the house where Jairus lived. He heard the friends 
cr)7ing aloud, for the little girl had just died. Jesus said : 

" Why do you weep? She is not dead, but sleeping." 

They laughed at him; but he told them all to go out, except her 
father and mother. Then Jesus went into the room where the little 
girl lay. He took her by the hand and said, 

" Child, I say unto you arise." 

She arose and walked, and they were aU astonished. Jesus said: 

" Give her something to eat." 

How kind Jesus was to think that the little girl must be- hungry ! 

Once Jesus let a little boy help him feed many, many people. Do 
you know that story? To-day I want to tell you about one day when 
many children came in the crowd with their mothers to see Jesus. 
This was the day that some of Jesus' disciples made a great mistake. 
It was such a mistake that Jesus was very much displeased with his 
friends, because He had been teaching them so long that He thought 
they ought to know better. What do you think this big mistake was? 
The disciples told the mothers to take the children away ! They thought 



MANUAL OF GRADED BIBLE COURSES 59 

Jesus was too busy to notice little children! Jesus heard His disciples 
telling the mothers and children to go home. 

" No, no," said Jesus, " let those children all come here if they want 
to see me." Here is a picture of Jesus blessing them. What did he 
do? He took them up in His arms, laid His hands on them, and blessed 
them. We must sing about this story, so that we shall never forget 
how Jesus loves children. [Teach " I think when I read that sweet 
story of old." See same lesson in Kindergarten Course, L] 

22. A storm on the lake: Mark iv. 37-41. 

Memory verse: What manner of Man is this, that even the wind 
and the sea obey him? Mark iv. 41. 

INTRODUCTION 

i suppose some of you would like to know whether those fishermen 
never went out in their boats after they followed Jesus on land. I am 
going to tell you a story about one of their boats. What was the lake 
named where they fished? The Sea of Galilee. It was a large lake, 
and there were many fish in it. Sometimes the disciples caught fish 
for Jesus to eat. 

Once Jesus helped them catch many fishes in their net. They 
had been fishing all day and had caught nothing. Jesus came walking 
along the shore of the lake and they told Him that they had caught 
nothing. He showed them where to let down the net, and they caught 
so many fishes that the net broke. 

LESSON STORY 

Our story to-day is about a dreadful storm that broke out while the 
disciples were out in the boat with Jesus. 

Jesus had been talking so long to crowds of people that He was 
very tired. He went out on the lake to rest and fell asleep, for He was 
very, very tired. His head was on a pillow. It must have been a large, 
comfortable boat. Perhaps it had a big, white sail. There were other 
little ships with the big one. Some people would follow Jesus even 
when He went out upon the water. 

Suddenly the sky grew very black, and a great wind arose, and the 
waves beat against the ship, so that it was filling with water. But 
even the loud wind and the big waves did not wake Jesus! How tired 
He must have been! What do you think the disciples were afraid of? 
They were afraid the ship wovild sink and that they would all be drowned ! 
What do you think they did? Yes, they called Jesus. They said: 

" Master do you not care that we may all be drowned? " 

Then Jesus arose and spoke to the wind and to the sea. He said: 
" Peace, be still." 



6o MANUAL OF GRADED BIBLE COURSES 

The wind stopped, and all was quiet. There was a great calm, 
Jesus turned to His friends in the ship and said: 

" Why are you so fearftol? How is it that you have no faith? " 

Jesus thought the disciples ought to believe that He could take care 
of them in a storm. But they were astonished at His power. They 
did not think that the wind and the sea would obey Him ! 

They said: 

" What a wonderful man Jesus is! Even the wind and sea obey 
Him! " Now listen while I read the story from the Bible. 

[Vary the tone of voice in reading and make simple gestures. Let 
the children imitate the motion of the waves and the sound of the wind. 
Let them draw ships and waves during the morning.] 

There was a hymn written during our Civil War based upon this 
incident, which I have often sung to children at night to help quiet their 
natural fear of the dark. 

" A little ship was on the sea, 

It was a pretty sight : 
It sailed along so pleasantly 

And all was calm and bright. 
When lo, a storm began to rise, 

The wind grew loud and strong; 
It blew the clouds across the sky. 

It blew the ship along. 

" And all but One were sore afraid 

Of sinking in the deep; 
His head was on a pillow laid 

And he was fast asleep. 
Master, we perish, Master, save ! 

They cried — their master heard : 
He rose, rebuked the wind and waves 

And stilled them with a word." 

The last stanza is symbolic and beyond the children's grasp, but 
I will add it for the teacher's comfort : 

" A noble ship, our country dear, 

Has weathered many a gale, 
But now a storm beats so severe 

That many stout hearts quail. 
But One there is, a Mighty One, 

Who rides above the storm, 
We '11 trust His power, we '11 do His will, 

We hear His ' Peace, be still.' " 



MANUAL OF GRADED BIBLE COURSES 6i 

[As a practical lesson for the children, read this story as written 
in the kindergarten course. It may be preferable to use the same 
application with the other children and omit the poem. Give a picture 
to each child if possible.] 

23. Zaccheeus, ilie man who climbed a tree to see Jesus: Luke xix. i-io. 
Memory verse: The Son of man is come to seek and to save that 
which was lost. Luke xix. 10. 

INTRODUCTION 

How many of you have seen a procession? Where did you stand? 
Could you see? What did your father do, in order that you could 
see better? I have seen a father let his little girl sit upon his shoulder. 
Once I saw a boy climb up a lamp-post, so that he could see over the 
people's heads. 

LESSON STORY 

To-day our story is about a very little man named Zacchaeus, who 
wanted to see Jesus, but could not, for the crowd was before him, and he 
was little of stature. Do you remember that hard word, stature? 

Zacchceus heard that Jesus was coming to Jericho where he lived 
so he ran before and climbed up into a sycamore tree to see Jesus. 

When Jesus came to the tree, He stopped and looked up and saw 
Zacchaeus in the tree. Zacchaeus did not expect Jesus to notice him, 
but Jesus said : 

" Zacchceus, make haste, and come down; for to-day I must abide 
at thy house." 

Now Zacchaeus was a rich man and had a very nice house. Jesus 
loved every man whether he was rich or poor. Zacchaeus was very 
glad to take Jesus to his house, so he made haste and came down and 
received Jesus jo^-fully. Zacchaeus had not always been good. I 
believe he had cheated some of the people of Jericho, and many did not 
like him. They said Jesus did wrong to go to that man's house to dinner. 
But Jesus had gone to teach Zacchaeus to do better. Jesus is always 
ready to help those who want to do better. 

Before Jesus left his house, Zacchseus promised to give half his goods 
to the poor and to pay the money back to any one whom he had cheated. 
Indeed Zacchceus was so anxious to do right and to please Jesus, that he 
said he would give back four times as much as he had taken ! 

You remember that the angel said that Jesus had come to save people 
from their sins. This day Jesus saved Zacchsus from his sin of cheating. 
Our memory verse tells us that " the Son of man is come to seek and to 
save that which was lost." Sometimes Jesus is called "Son of man." 
If any boy here has cheated any other boy, I hope he will give back 



62 MANUAL OP GRADED BIBLE COURSES 

what he took and never cheat again. That will be like this little man 
who climbed the tree to see Jesus. 

24. The good neighbor: Ltike x. 25-37. 

Memory verse: Thou shalt love thy neighbor as thyself. Levit- 
icus xix. 18. 

INTRODUCTION 

I have a picture to show you to-day of a man who has been hurt. 
Look at it and tell me what you think has happened? [Take plenty 
of time to show a picture, especially if you use one as an introduction 
in this way. Do not httrry the children. If any child knows the story, 
let hira tell it, even though imperfectly. Listen patiently. If no one 
has heard the story, incite the older children to exercise their imagina- 
tion. Let the yotinger ones at least name the objects in the picture. 
It is desirable to train children to study pictures and gradually to 
interpret them. I advise using several pictures in this manner during 
the summer course. I have found the picture of the Good Samari- 
tan always arouses interest and sympathy. After examining the 
picture ask the children if they have ever seen any one hurt in the 
street?] What was done? Coiild you call an ambiilance? Sometimes 
children help best by keeping out of the way, but sometimes they can 
help. There is a good man who gives a medal every year to brave 
boys and girls who have helped some one in trouble. [Tell a local 
incident if you know one.] 

LESSON STORY 

Now I am going to tell you this story, for I see some of you do not 
know all about the man in the pictvire. It is a story that Jesus told 
once to a young man who asked Him a question. Jesus liked to have 
young men ask questions and He always answered them wisely. Do 
you want to know the question? This yoimg man asked Jesus: 

" Who is my neighbor? " 

Was n't that a strange question? What would you tell me if I 
asked that? Who is your neighbor? How do you treat your neigh- 
bors? How do you like yotir neighbors to treat you? Sometimes 
children are too noisy in the house, and the neighbors do not like it. 
Sometimes a neighbor asks a child to do a little errand. Sometimes 
a neighbor is sick, and mother goes in to help her. I wonder what 
God's nile is about our neighbors. Did you ever hear it? It is a 
pretty hard riile to keep. Wotild you like to hear what the rule is? 
It is " Love thy neighbor as thyself." 

When this young man [show his picture] said to Jesus, " Who is my 
neighbor? " Jesus anwered, " I will tell you a story." 



MANUAL OF GRADED BIBLE COURSES 63 

Jesus always had a story ready to tell. This is the story that Jesus 
told to the rich young man : 

A certain man went down from Jerusalem to Jericho and fell among 
thieves, who stripped off his clothing, wounded him, and departed, 
leaving him half dead. You see the man was traveling on a lonely 
road, and there was no policeman or any one to help him. But soon 
another man came traveHng by. He saw the poor man lying in the road, 
but he did not stop to help. After a while another man came along. 
This second man looked at the man who was hurt and perhaps he even 
spoke to him, but he did not stop to help. He passed by on the other 
side. 

Then a third man came riding by on a horse or a donkey. He was 
a busy man, but he stopped to help. He had with him some oil that 
was good for cuts, but he had no bandages. What did he do ? I think 
he used his owti girdle. It was wide and soft and he tore it into strips. 
Then he lifted the man on his horse and took him to an inn. An inn 
is a small hotel where any one who is traveling can stop. AU night 
he took care of the man who was hurt. This kind man had to leave the 
next day, but he paid the innkeeper and fold him to take care of the 
sick man tmtil he was able to go home. He said : 

" I will pay you more when I come back." 

The rich young man listened while Jesus told this story. When 
Jesus had finished, He asked the young man a question, saying: 

" Which now of these three was acting like a good neighbor to the 
man who feU among thieves? " 

What would you have answered? Yes, indeed, the last man was 
a good neighbor even to a stranger. Jesus told that young man that 
is the way to treat everybody, just as if he were your neighbor. Jesus 
had read God's rule in the Bible when He was a little boy. Here it 
is in one of the old Bible rolls that Jesus read and learned just as we are 
learning our verses. It is just the same in our Bible now, though 
it is not in the same language. Why do we have a book instead of a 
roll? Do you know what language Jesus read? His Bible was written 
in Hebrew. Is there any child here who can read Hebrew? 



25. Review: Let children choose stories and choose also who shall 
tell them. Encourage them to choose any stories told during the 
course, not merely for the past week. This choosing gives the teacher 
an opportimity for child study. If children do not choose readily, 
pass all the pictures and let each child name the story it brings to mind, 
telling a little about it. 

This bringing back a story occasionally is pleasing, and every time 
a new view is obtained, not merely the first view, because " we see with 



64 MANUAL OF GRADED BIBLE COURSES 

what we have seen." The old view helps us to a new view rather thaa 
to a review. 

26. A visit to Mary and Martha: John xii. 1-8. 

Memory verse: She hath done what she could. Mark xiv. 8. 

INTRODUCTION 

How many friends went about with Jesus to help Him teach? Let 
me hear how many of their names you remember. To-day our story 
is about three friends of Jesus, who had a pleasant home near Jerusalem, 
where Jesus often visited. 

There were two sisters and a brother: Mary, Martha, and Lazarus. 
Isn't it pleasant to visit a friend? Have you ever been invited to a 
party? 

LESSON STORY 

Mary and Martha lived in Bethany. Bethany was near Jerusalem,, 
so Jesus could go to the temple in the daytime and walk back to Mary's- 
house at night to rest. Jerusalem had walls around it and a number of 
gates. When Jesus went to Bethany, He went out through one of these 
gates. 

One day Mary and Martha made a supper for Jesus and invited 
other friends. Martha served. She liked to do it, but she thought Mary 
ought to help. Mary loved to talk to Jesus. Mary had a beautiful 
white box with sweet perfume in it. This box cost a great deal of money 
but she wanted to give it all to Jesus that night at the supper. Can 
you tell me some things that give a sweet smell? Some people put 
flowers on the table when they have a supper for their friends, but Mary 
had this beautiful alabaster box. What was in it? 

Did you ever hear how people sat at the table there? They reclined 
on mats. They did not have any chairs. The table had three parts 
like this. [Make a drawing or show a picture.] 

Did you ever hear what kind of shoes Jesus wore? The people in 
that country wore sandals, and so did Jesus. They often took the san- 
dals off in the house, so that their feet were bare. [Such details of 
Oriental life may be suppHed gradually. They help the children pic- 
ture the scene.] 

While every one was at supper, something happened that surprised, 
every one at the table. Some one said : 

" Do you notice that sweet smell? " 

" What is it? " said another. Soon the whole house was full of the 
sweet odor. Where do you think it came from? 

Every one looked to see, and there was Mary standing by Jesus' 
mat where He was reclining. She had opened the box and was pouring 



MANUAL OF GRADED BIBLE COURSES 65 

the sweet-smelling ointment on Jesus' feet. Why did Mary do this? 
It was because she loved Jesus. Jesus said: 

" She hath done what she could." 

Jesus said to the company: 

" This story will be told throughout the whole world." 

Matthew, one of Jesus' disciples, was at the supper and he wrote 
about it in his Bible roll after Jesus had gone back to heaven. John 
wrote about it too. I will read the story from our Bible. This story 
about Mary and her box is written three times in the Bible, here and 
here and here, so that we should all know how Mary showed her love 
for Jesus that night at the supper. 

[The children in this group are probably not yet old enough to be 
told of the carping criticism that is related in connection with this story. 
Just leave the sweet odor with them.] 

27. Jesus riding into Jerusalem: .Mark xi. i-ii, Matthew xxi. 
1-16. 

Memory terse: Hosanna, Blessed is he that cometh in the name of 
the Lord. Mark xi. 9. 

INTRODUCTION 

Do you remember where Jesus went with his parents when He was 
twelve years old? What feast did they go to keep? What did the 
people always eat at the passover supper? To-day our story is about 
Jesus going to Jerusalem to keep the passover after He becam.e a man. 
He did not walk into Jerusalem, this time. He rode. I will show you a 
picture of Jesus riding into Jerusalem. 

LESSON STORY 

[Pass picture or, if possible, have one for each child.] Can you tell 
what these people are doing? [Wait for answers.] How glad they are 
that Jesus has come back to Jerusalem! You see there were crowds 
of people coming to keep the feast. Many persons were coming from 
the towns where Jesus had preached and healed the sick. 

Perhaps the lame man, whom Jesus told to take up His bed and 
walk, saw Jesus coming. Blind Bartimaeus who called so loud, " Jesus, 
thou son of Da\'id, have mercy on me," probably came to the feast, 
and if he did, he could see Jesus! Probably many of the sick whom 
Jesus had made well were on their way to Jerusalem, for all men went 
to keep the feast, you remember. How glad they must have felt 
to see Jesus again. They threw flowers and branches of trees as He 
rode by. Why? For the same reason that Mary gave Him the box 
of ointment. They wanted to show their love for Him. They even 
threw their garments on the colt. Why? Would you like to know 



66 AlANUAL OF GRADED BIBLE COURSES 

how Jesus' disciples found this colt for Jesus to ride on? You know 
Jesus did not own any colt himself. [Read Mark xi. i-ii.] The story- 
is so natural, has so many points of contact with the child's experience, 
that it is an appropriate passage to read. Possibly an older child 
can read the story, at least in part. By these readings we attract 
children to the Bible. It would not be amiss to dramatize in a simple 
way the getting of the colt. Children will enjoy it. 
There is an old hjmin based upon this touching story: 

Children of Jerusalem 

Sang the praise of Jesus' name. 

Children too, of modem days 

Join to sing the Saviour's praise. 

Hark, hark, hark, while children's voices sing, 

Hark, hark, hark, while children's voices sing, 

Loud hosannas, loud hosannas. 

Loud hosannas, to our King. 

28. Jesus talks about heaven: John xiv. 1-4. 

Memory verse: In my Father's house are many mansions" if it 
were not so I would have told you. John xiv. 2. 

INTRODUCTION 

To-day our story is about the last passover supper that Jesus ate 
with his disciples. Crowds of people had again come to Jerusalem. 
There v/ere so many people that it was hard to find a room to eat the 
passover supper. I will tell you how two disciples went to find a room 
for Jesus. [Tell the story in Mark xiv. 12, 14.] 

LESSON STORY 

Jesus knew that this was the last supper that he wovild eat with his 
disciples. I cannot tell you all that happened that night at the supper, 
or all that Jesus talked about. When you are older, you will read it 
all in the Bible. The disciples were sad that night, because Jesus told 
them that He was going away, going away to heaven to His heavenly 
Father's home. 

Jesus cheered His disciples by talking to them about heaven. He 
said: 

" Let not your hearts be troubled, and do not be afraid. I have 
called you friends. You are my friends if you do whatever I command 
you. In my Father's house are many mansions. I go to prepare a 
place for you and if I go, I will come again and receive you unto myself 
so that where I am you may also be." 



MANUAL OF GRADED BIBLE COURSES 67 

When any one is sad, how pleasant it is to hear a cheering word! 
Sometimes even a Httle child is sad. What Jesus told His disciples 
that night about heaven comforts us, too, when we have trouble. 
I once saw a little boy throw a kiss to his mother who had died. He 
thought she must be in that bright blue sky behind one of the clouds. 
Once a little brother and sister looked up at a very bright star every 
night before they went to bed. They said: 

" Good-night, httle star. God bless you, little star! " They loved 
to see it there. But one day the little sister grew sick and soon she 
died. When the little brother looked up to say good-night to the bright 
star, he was all alone. There were tears in his eyes. He seemed to see 
a golden ladder going right up to the star through his tears. This 
comforted him. He said; 

" Some day God will let me climb up that golden ladder and find my 
sister again." 

One night he dreamed about the star. He saw his little sister at the 
top of the bright ladder by the star. In his dream he said : 

" O little sister, I want to climb up to see you." But his sister said: 

" Not yet, little brother. Some day God will send an angel for you. 
I will be watching." 

" Let not youT heart be troubled. ... In my Father's house are 
many mansions." 

29. The Easter story: Matthew xxviii, John xx. 1-18. 
Memory verse: He is not here ; for he is risen, as he said. Matthew 
xxviii. 6. 

INTRODUCTION 

That night, a very, very sad thing happened in Jerusalem, just as 
the people were keeping the feast of the passover. It is so sad I do not 
like to tell it to you. Once a dear little boy who heard what happened 
to Jesus that night said: 

" Don't tell the children that they killed Jesus." 

I wish I did not have to tell you such a sad story to-day, but there is 
a glad story afterward. When you are older you can read how a few 
wicked men in Jerusalem hated Jesus, though He was always kind and 
good. 

After Jesus and His disciples had eaten the passover supper, and 
after Jesus had talked to them about heaven and the many mansions, 
they all went out to a garden near the city. There was a full moon that 
night. Jesus asked His friends to watch while He went alone to pray 
under the trees in the garden. 

Soon wicked men came with lanterns and torches. They said: 

" T^Tiich is Jesus? " 



68 MANUAL OF GRADED BIBLE COURSES 

Jesus said: " I am He." 

Then they bound Him and led Him away. When you are older 
you can read what Matthew and John wrote in their Bible rolls about 
that night. Two other friends of Jesus, named Mark and Ltdce, wrote 
the story, too. 

When you can read well, I hope you will read the story as it was 
written for us in these four Bible rolls, even though it is so sad, for there 
is a glad part at the end. 

To-day I will read to you what the disciples did with Jesus' body 
after Jesus was crucified. [Read John xix. 38-42.] 

These things happened Friday, Saturday, Sunday! Listen to the 
glad part that came about Sunday morning. [Read John xx. 1-2 1, 
24-28. Sing an Easter hymn.] 

30. Review: This is closing day, and it may be that special exercises 
will prevent a regular Bible lesson. 

If there is time, (a) Look at all the pictures shown during the course. 
(6) Recite memory verses which the pictures bring to mind, (c) Choose 
a few favorite stories, {d) Sing favorite hymns. 

Teach as a closing prayer: The Lord watch between me and thee, 
when we are absent one from another. Genesis xxxi. 49. 



BIBLE STORIES 

KINDERGARTEN GRADE AGES 4 TO 7 

For many years uniform Bible lessons were taught in our Sunday 
schools; that is, the same Scripture selections were presented to all 
grades, although with an earnest attempt to adapt the method of pre- 
sentation to the different ages. 

There are those who stiU prefer this uniform plan; but careful 
thought on the part of many progressive educators has led to the graded 
series of Bible lessons, with topics that are believed to be weU adapted 
to each advancing period of the child's development. 

In Genesis xxxiii, 14 we read, " and I will lead on softly according 
as . . . the- children be able to endiire." Another translation very 
beautifully renders the thought, " as the children set the pace." This 
is fully up-to-date in kindergarten pedagogy. 

Child study convinces us that leading on softly is as essential in 
spiritual matters as in physical. 

Heretofore our Vacation Bible Schools have been provided with 
three graded courses for Bible study, the first grade aiming to reach 
children from seven to nine years of age. This year we are presenting 
a course for children under seven years of age, who are supposed to be 



MANUAL OF GRADED BIBLE COURSES 69 

in otir kindergartens. We do not intend to exclude the realistic stories 
of home, of pets, of toys, of nature, or even Mother Goose, but we 
believe that our little ones may also be led to enjoy Bible pictures and 
stories, and that a foundation may thus be laid for future Bible lessons. 
We realize that the course we now present may require further sim- 
plifying and adaptation in some of our schools where the children 
know very Httle English; but we hope that it will at least prove well 
adapted to children of five and six years of age. If still younger children 
attend, there may be two groups formed in the kindergarten. The 
younger group will enjoy looking at a few Bible pictures every day. 
These pictures should be given out, and held in the hand by each child. 
They may be exchanged several times during this picttire lesson, as 
no two are alike. 

Children all love to hear names. They also love action. These two 
natural tendencies give the keynote for two simple questions about 
nearly every picture: " Who is this? " " What is he [or she] doing? " 
Two or three other questions may follow according to the scene, such as 
" Can you count the sheep? " "Is yoiirs a country picture? " Some 
of the pictures are too complex for the little ones, but these questions 
will aid in fixing attention upon salient points. 

Such questions should be asked as the kindergartner moves from 
child to child, rather than of the group as a whole; except in cases where 
the children all hold the same picture. 

This method of giving a small picture to each child is often much 
better than trying to concentrate the attention of very young children 
upon one picture at the front of the room. The observing kindergartner 
will soon note which picttires prove most interesting to individual 
children. 

One day, possibly the second, select one pictiire and tell the story 
briefly before passing all of the pictures to the group. Gradually do 
this with all the pictures in use. Do not be anxious to tell the whole 
Bible story. Aim to arouse curiosity and wonder. These are inval- 
uable emotions and prepare the way for future work. Give the chil- 
dren time to look into the picture before questioning. 

Perhaps a bright child may ask a question. Answer it if possible, 
though it may be advisable to reply, " I cannot tell you all about 
Joseph to-day," or: " Ask mother or grandma or auntie to tell you more 
about Joseph and his brothers. I am sorry to tell you that the brothers 
were not kind, but Joseph was good. He forgave his brothers for being 
unkind to him. I want you to be kind like Joseph." 

Another day, after the children have become familiar with five or 
six Bible names, the kindergartner may ask: " Who has a picture of 
Jesus to-day? " " Georgie, what is Jesus doing in your picture? " 
" Mary, what is Jesus doing in yours? " " Who else will tell us a little 



70 MANUAL OF GRADED BIBLE COURSES 

story about Jesus? " "Who has the picture of the kind sister who took 
care of her baby brother? " " What was the sister's name? " 

Many excellent Bible pictures can be obtained for one cent each. 
If used as we have suggested, before distributing, they should be 
(mounted upon heavy paper or cardboard either with library paste or by 
insertion into four oblique slits. The mounting card or paper should 
be considerably larger than the picture, forming not only a frame, but 
a protection from the children's hands. Show the little ones how to 
handle with care, not touching the picture itself. Do not expect too 
much, however, but gradually interest them in cleanliness and care of 
property. 

The following list of Bible pictures has been selected from the 
W. A. Wilde's collection of 800. Many similar Bible pictures may be 
obtained from the Perry Co. and other publishers. Scrap pictures 
cut from old Sunday school papers may also be utilized. Bible picture 
story-books having pictures of larger size should also be used if avail- 
able. (See Bibliography.) 

BIBLE PICTURES SELECTED FOR THE KINDERGARTEN 

GROUP 

FROM THE NEW TESTAMENT 

Catalog 
numbers 

1 . Jesus Blessing Little Children no 

2. Jesus and His Mother 428, 435, 439 

3. When Jesus was Born 9, 14, 10, 1 1 

4. The Wise Men who Brought Gifts to Jesus 6, 91 

5. When Jesus was a Boy 35, 36, 39 

6. Jesus and His Twelve Friends 47, 253 

7. Jesus in a Boat 76 

8. Jesus and a Sick Boy 71 

9. Jesus and a Lame Man 686 

10. Jesus and a Blind Man 115, 704 

11. The Lost Sheep 102 

12. Jesus and the Storm 78 

13. Zacchaeus 729 

14. The Widow's Gift 127 

15. The Story of Palm Sunday 123 

16. Jesus in a Cornfield 63 

17. The Story of the Sower 77 

18. A Little Child in the Midst 97 

'19. Jesus by the Sea 84, 539 

20. The Lost Piece of Silver 103 

2 1 . Easter Morning 160 

22. Appearance to Mary. 161 

23. Walk to Emmaus 164 

24. Christ Child 319 

25. Mary and Martha 113 



MANUAL OF GRADED BIBLE COURSES 71 

FROM THE OLD TESTAMENT 

Catalog 
numbers 

1. The Baby Moses and his Kind Sister 378, 610 

2. The Child Samuel 417, 471 

3. David Rescuing a Lamb 438 

4. David and Goliath 476 

5. David and Jonathan 478 

6. Joseph's Coat of Many Colors 607 

7. Joseph Helping to Feed Hungry People 571 

8. Joseph's Silver Cup 605 

9. Joseph Kind to his Brothers 372 

10. Joseph and his Father 376 

11. Ruth in the Barley Field 586 

12. Ruth and Naomi 414 

13. A Rainbow Story 560 

14. The Dove and the Ark 348 

15. The Garden of Eden 346 

16. Elijah Fed by the Ravens 492 

17. David Singing 481 

18. Creation of Animals 555 

19. Jacob's Dream 365 

20. Rebekah at the Well 360 

21. Noah after the Deluge 349 

22. Abraham's Journey to Canaan 350 

23. David and Jonathan 478 

24. Samuel Anointing David 463 

These pictures may be used in any order. The order given above 
does not suggest the order of the lessons. Pictures are to be mounted 
as directed above and put into the hands of the youngest group day 
after day. By exchanging several each day, the entire collection will 
surely be known at the end of six weeks. That is, most of the children 
will be able to answer the two chief questions : " Who is this ? " " What 
is he doing? " Also ask, " Which picture do you like best of all? " 
If pictures cannot be sectired in sufhcient quantity to be given into the 
Tiand, let the two kindergarten groups tinite for the stories as given 
in the course which follows. 

These pictures also illustrate many stories of the advanced groups. 
Others may be foimd Usted in the catalogs mentioned below. 



72 MANUAL OF GRADED BIBLE COURSES 

MISCELLANEOUS PICTURES 

W. A. Wilde 
Catalog 

1. St. John and the Lamb 462 

2. The Angelus 441 

3. Guardian Angel ; 427 

4. St. Christopher 542 

5. Spring 553 

6. The Breaking Wave 554 

7. Easter Offering 401 

8. The Golden Stairs 634 

9. Three Members of a Temperance Society 627 

10. Nazareth and the Hill Country 182 

11. A Troop of Camels ' 246 

12. A Shepherd and His Dog 243 

13. A Carpenter's Shop 

Note. — For other Bible pictures examine the W. A. Wilde Catalogue, Boston, which contains 
3, list of nearly one thousand Scriptural scenes at once cent each. (Catalogue sent on application.) 

The Perry Catalogue, Maiden, Mass., contains a very long list of Scriptural scenes in three 
sizes, the prices being .07, .oij and .ooj according to size. (Catalogue sent for ten cents.) 

BIBLE STORIES FOR CHILDREN IN KINDERGARTEN 

GROUPS 

AGES FROM FIVE TO SEVEN 
FIRST WEEK 

1. Jesus blessing little children: Mark x. 13-16. 

Memory verse: And He took them up in his arms, put his hands upon them, 
and blessed them. Mark x. 16. 

2. Baby Moses and Miriam his good sister: Exodus ii. 3-10. 
Memory verse: God is Love. John iv. 8. 

3. An obedient boy: Luke ii. 41-52. 

Memory verse: Honour thy father and thy mother. Exodus xx. 12. 

4. Our daily bread: Matthew vi. 8-13. 

Memory verse: Give us this day our daily bread. Matthew vi. 1 1. 

5. Review: 

SECOND WEEK 

6. Jesus and a sick boy: John iv. 49-53, Matthew viii. 5-7, Matthew 
ix. I, 8, 27. 

Memory verse: Jesus saith unto him, I will come and heal him. Matthew viii. 7. 

7. What Jesus did on the Sabbath day: Ltike iv. 16-32, Matthew xii. 

1-13. 

Memory verse: Do well on the sabbath days. Matthew xii. 12. 



MANUAL OF GRADED BIBLE COURSES 73 

8. Why we call Sunday the day of rest: Genesis ii. 1-3. 

Memory verse: Remember the sabbath day, to keep it holy. Exodus xx. 8. 

« 

9. A story about four boys who ate good food and drank water: Daniel 

i. 8-17. 

Memory verse: At the end of ten daj^ their faces appeared fairer and fatter 
in flesh than all the children which did eat the portion of the king's meat. Daniel 
i. 15- 

10. Review: 

THIRD WEEK. 

11. Planting a seed in good ground: Luke viii. 4-8. 

Memory verse: Others fell on good ground, and sprang up, and bare fruit an 
hundredfold. Luke viii. 8. 

12. The lost sheep: Ltike xv. 1-7, Matthew x\dii. 12-13. 
Memory verse: I have found my sheep which was lost. Luke xv. 6. 

13. David a good shepherd: i Samuel xvii. 34, 35. 
Memory verse: The Lord is my shepherd. Psalms xxiii. I. 

14. How Joseph was lost: Genesis xxxvii. 15-36. 
Memory verse: His father wept for him. Genesis xxxvii. 35. 

15. Review: 

FOURTH WEEK 

16. How Joseph was found: Genesis xlv. i-io. 
Memory verse: I am Joseph your brother. Genesis xlv. 4. 

17. Jesus' rule about forgiving: Matthew xviii. 21, 22, Matthew vi. 14. 

Memory verse: If ye forgive men their trespasses, your heavenly Father will also 
forgive you. Matthew vi. 14. 

18. A kind woman: Luke xxi. 1-4. 

Memory verse: God loveth a cheerful giver. 2 Corinthians ix. 7. 

19. What Jesus said about giving a cup of water: Matthew x. 42. 
Memory verse: Whosoever shall give to drink unto one of these little ones 

a cup of cold water . . . shall in no wise lose his reward. Matthew x. 42. 

20. Review: 

FIFTH WEEK 

21. Jesus in a storm: Mark iv. 35-41. 
Memory verse: Peace, be still. Mark iv. 39. 

22. David in danger: i Samuel xvii. 32-37, 49. 

Mark verse: I will both lay me down in peace, and sleep; for thou. Lord, only 
makest me dwell in safety. Psalms iv. 8. 

23. The Story of the rainbow: Genesis viii. i-i 2, 
Memory verse: I do set my bow in the cloud. Genesis ix. 13. 



74 MANUAL OF GRADED BIBLE COURSES 

24. A talk about birds mentioned in the Bible: Matthew vi. 26, 
Psalms Ixxxiv. 3, Exodus xvi. 13, i Kings xvii. 4. 

Memory verse: Your heavenly Father feedeth them. Matthew vi. 26. 

25. Review: 

SIXTH WEEK 

26. Children singing Jar Jesus: (Palm Stinday) Mark xi. i-io. 

Memory verse: Hosanna; Blessed is he that cometh in the name of the Lord. 
Mark xi. 9. 

27. Jesus' last prayer: Liike xxiii. 34. 
Memory verse: Father, forgive them. Luke xxiii. 34. 

28. The Easter story: Matthew xxviii. i-io, John xx. 1-18. 
Memory verse: Peace be unto you. John xx. 21. 

29. The angels' song of peace when Christ Jesus was born: Luke ii. 
13-14- 

Memory verse: , Glory to God in the highest, and on earth, peace. Luke ii. 14. 

30. Review: 

BIBLE STORIES IN THE KINDERGARTEN 

AGES FROM FIVE TO SEVEN 
FIRST WEEK 

I. Jesus blessing little children: Mark x. 13-16. 

Memory verse: And he took them up in his arms, put his hands 
upon them, and blessed them. Mark x. 16. 

Picture: Plockhurst's preferred. Secure one for every child if 
possible. 

INTRODUCTION 

I am very glad that these little children have come to our Bible 
school. Do you know why we call our school a Bible school? Because 
we tell Bible stories every day. Who can find a Bible on my table? 
How m.any of you have seen a Bible anywhere else? Did you know 
that there are stories in the Bible? Who remembers any Bible story? 
[Listen to children, and thus form some idea of their previous knowl- 
edge.] 

Every day I will tell you a Bible story and perhaps show you a 
picture. Would you like to see a Bible picture now? [Pass the pic- 
tures to each child if the class is not too large. Give them time to 
look at them and tell you what they see. Collect pictures, as they will 
distract attention while you are telling the story, but promise to give 
them back again.] 



MANUAL OF GRADED BIBLE COURSES 75 

LESSON STORY 

I am glad some of you know who this good man is. Who is He? 
Yes, Jesus. What are the children doing? Who brought the children 
to see Jesus? Yes, the mothers. 

One day, a long time ago, a mother said to her neighbor : 

" I am going to take my little boy and girl to see Jesus to-day." 

" I will go too," said the neighbor. " For I know Jesus loves little 
children. I want him to bless my little boy. He is sick, and Jesus 
can make sick children well." 

Another mother said : 

" Perhaps Jesus will be too busy. He may be talking to the big 
people." 

"Oh, no," said another mother. " I am sure He will be glad to see 
the children. I am going too." I think those mothers got the children 
ready to start just as your mother does when she takes you out. What 
does your mother do to get you ready to go to see a friend? [Concen- 
trate attention, if necessary, by letting the children pretend to get ready 
to go out to visit. They love to show you how they wash their faces — 
pretending, of course — making the motions of putting on a clean dress, 
etc.] 

But these little children in the picture did not have hats on, did 
they? Why not? Where were they? Out in the country? And 
is it cold or warm weather in the picture? How can we tell? 

The mothers told their little boys and girls to be very good, and 
perhaps Jesus would tell them a stor>% as He did to the big people. 
They said: " Jesus loves little children. Don't be afraid to speak to 
Him." " Perhaps He will let you sit on His lap." " Perhaps He will 
tell you about heaven where God is." " Will you all be good and listen 
to every word? " " Perhaps Jesus will pray. What will you do if 
Jesus prays? " When all were ready, they started to find Jesus. 

Do you remember seeing any other men in the picture? Who 
were they? They were friends of Jesus, but they did not know how 
much Jesus loved children. They thought children would be in the 
way and perhaps make a noise while Jesus was talking. So what do 
you think those men said when they saw the children coming with 
their mothers? Yes, they said : 

" Take those children home." 

How disappointed the children were! But Jesus heard his friends 
and He quickly said: 

" No, no, let those little children come right here to me. I love them 
all. I want to bless every one. Come, little Samuel; and Rachel, 
climb up here on my knee. I wish I could hold you all." Then Jesus 
put His hands on John's head and prayed to God to bless him. Then 
he put them on Mary's head and prayed to God to help her to be a good 



76 MANUAL OF GRADED BIBLE COURSES 

little girl. He put His hands on every child. He took the youngest 
up in His arms. How glad the mothers were! I think Jesus' friends 
were glad, too, and never sent children away again. 

Now I will read right out of the Bible just what Jesus said to those 
men who tried to send the children away. [Read Mark x. 13-16.] 
Will you all look qtiietly at the picture again while I sing you a song 
about it? [Sing in subdued tones, " I think when I read that sweet 
story." (Manual of Hymns and Songs, No. 5.)] Would you like to 
keep this picture? What would you do with it? 

2. Baby Moses and Miriam, his good sister: Exodus ii. 3-10, 
Memory verse: God is love, i John iv. 8. 

Picture: Finding of Moses. 

INTRODUCTION 

[Follow method above. Read story. Let the children tell about 
their babies at home, and what they do to help take care of them.] 
Do you ever sing to them ? Do you sing to your dolly? [Teach " This 
is the Dolly that I Love Best," or any good lullaby. 

Show pictures of a family scene, if possible, suggesting " love at 
home."] 

LESSON STORY 

[The children may be too young to follow the story of Moses, but 
they can understand that his raother " hid " him, and his sister watched 
until a kind lady took him out of the basket boat and gave him back 
to his mother.] God wants us all to love and help the dear little babies. 
God loves them, too, just as Jesus did. God is love. [The picture 
should be given to every child, if possible. A very beautiful lullaby 
will be found in No. 5 1 of the Manual of Hymns and Songs. Play hiding 
games. A small doll may be hidden instead of the usual ball, or a child.] 

3. /i« obedient hoy: Ltike ii. 41-52. 

Memory verse: Honour thy father and thy mother. Exodus xx. 12, 
Pictures: The Workshop of Nazareth. 

Going to Jerusalem. 

Finding the Boy Jesus. 

The Return Home. 
[Secure as many pictttres as possible of Jesus when a boy.] 

INTRODUCTION 

Have you a brother as old as this boy in the picture? How old dO' 
you think this boy is? How old are you? [Children are always inter- 
ested in telling their ages.] Do you mind your mother? Do you mind 



MANUAL OF GRADED BIBLE COURSES 77 

your father? Does your big brother obey, too? This boy in our 
picture was an obedient child ahvays. Do you know who He is? 

LESSON STORY 

[Tell the story in Luke ii. 41-52. Read it. Expand the details.] 
Even when Jesus was a very little boy, He obeyed. He loved to go to 
His father's workshop. Do you know what kind of work Joseph did? 
Do you like to hammer? So did Jesus when He was a little boy. 
Do you think He stopped hammering when His mother wanted Him to 
be quiet. I am sure He did. [Imitate in games the several motions of 
a carpenter's tools.] 

4. Our daily bread: Matthew vi. 8-13. 

Memory verse: Give us this day our daily bread. Matthew vi. 11. 
Pictures: A wheat-field. 
A mill. 
A baker. 
Objects: Flour. 

Grains of wheat or oats. 
Wheat stack. 

INTRODUCTION 

[Review story 2 and question on daily work of mother and father. 
Let children tell all they know about making and bujdng bread. Lead 
them back to the story of the farmer. Show fiour, grains of wheat or 
oats, a wheat stalk, or picture of a wheat-field. Tell how the farmer 
plants the seed, and who sends the rain. Who sends the sunshine? 
Could the wheat grow without rain and sun? Our Father in heaven 
gives us our daily bread, but He expects the farmer and the miller and 
the baker to help to make it. God wants us to remember that it is 
really He who gives our food to us. [Let children tell of other kinds 
of food.] 

LESSON STORY 

Jesus taught His friends to say this little prayer to the heavenly 
Father, " Give us this day our daily bread." [Read Matthew vi. 

9-I3-] 

How does the farmer help? The miller? Your father? Your 
mother? Do you ever go to the store to carry bread home? Can you 
put the loaf on the table ? Then you can help a little. 

Who makes the little seeds grow? Let us play we are planting a seed. 
Let us show how the rain comes down. 

Now let us have a play bakery. How shall we play selling bread to 
one another? What shall we have for bread ? Can we cut little loaves 
out of paper? Can we make them of clay ? Shall we make a white cap 



78 MANUAL OF GRADED BIBLE COURSES 

for the baker? Why does the baker wear a white apron? Why do we 
wrap the bread in paper? [Encourage cleanliness in every possible 
way.] 

If possible, plant real seed, starting a little garden of oats, as they 
grow quickly. Speak of oatmeal. 

Dramatize this story very fully during game periods for several 
days. Who will be our farmer? Here are the farmer's tools. What 
will he do? What other workers shall we have? 

[Let the children make suggestions. Start very simply, add to 
the little drama from day to day until (a) the farmer carries a bag of 
wheat to the miller; (5) the miller, who has built a mill of blocks or of 
children,^ pretends to grind the wheat. How? (c) A man comes to 
the miller to buy a barrel of flour for his store. He is the grocer, (d) 
Mother goes to the store with her little girl, buys flour, takes it home 
to the kitchen. 

In favorable circumstances real flour may be made into a small loaf 
and sent to some home to be baked and then brought back. Many 
kindergartners have accomplished all this in play, much to the delight 
of the children. Teach a grace for meals, as the children sit around 
the table, with paper circles for plates and a tiny piece of bread for the 
party. 

" God is great and God is good. 
Let us thank Him for our food." 

See also " The Moravian Grace " in the Manual of Songs.] 



5. Review: It is well always to reserve Friday for review day. It 
is is not necessary to review every lesson or all the details. A review 
may be and really is a new view, because the children see with new eyes. 
" We see with what we have seen." Show all the pictures used in the 
week's work and ask a child to tell you about this one and this one, etc. 
Sing the hymns learned during the week, the children choosing them, 
as they also choose which games to play. Choosing is exercising 
both judgment and will. Children love to choose. 

SECOND WEEK 

6. Jesus and a sick boy: John iv. 49-53, Matthew viii. 5, 7, Matthew 
ix. I, 8, 27. 

Memory verse: Jesus saith unto him, I will come and heal him. 
Matthew viii. 7. 

Pictures: Appropriate pictures of healing. 

' Two children standing back to back with arms extended make a. very good mill. 



MANUAL OF GRADED BIBLE COURSES 79 

INTRODUCTION 

[Present appropriate pictures and let the children look at them 
quietly. 

Let the children tell of their own sicknesses.] God gives us wise 
and good doctors now. Where do doctors get their medicine ? Explain 
that the roots and leaves of plants are often used. Who makes plants 
grow? Who gives us water? Often all the medicine we need is plenty 
of boiled water. Do you drink a glass of water every night before you 
go to sleep and every morning before breakfast? You should. [Ask 
the children if any one has seen a blind child. In the same way speak 
of a lame and a deaf person and of how to help them.] What could 
you do for a blind child ? Perhaps he would like to hear a story. Could 
you show him a picture ? Sometimes blind children go to kindergarten. 
I saw a little blind boy who could play some of our games. He liked 
to touch his playmates. Why? 

We can pray for our sick friends, too. What else can we do? We 
can keep quiet. We can carry flowers to them. [If any child is known 
to be ill, see that a flower is sent. Sing, " I think when I read that sweet 
story of old."] 

LESSON STORY 

[Tell these three stories of healing simply and feelingly, reading 
directly the simpler verses from the Bible. 



7. What Jesus did on the Sabbath day: Luke iv. 16-32, Matthew xii. 

Memory verse: Do well on the Sabbath days. Matthew xii. 13. 
Pictures: Jesus reading the Scriptures. 

jesus and His disciples in a corn-field. 

Jesus healing the man with the withered hand.] 

INTRODUCTION 

What day is to-day? To-morrow? What days do you come to 
this school? What do you do on Saturday? What day comes after 
Saturday ' What do you do on Sunday ? I am glad if you go to church 
or to the synagogue or to Sunday school. What does the minister 
do? Where does he stand? Does he sit down? What do the people 
do in church? Would you like to hear what Jesus did on the Sabbath 
Day? What day is that? 

Where was His father's workshop? In a city called Nazareth. 
•What is our city called? Joseph closed his workshop on the Sabbath 
Day. Mary and Joseph and Jesus went to chxirch. What did the peo- 
ple in Nazareth call their church? [Read Luke iv. verse 16.] 



8o MANUAL OF GRADED BIBLE COURSES 

LESSON STORY 

What did Jesus do? He stood up to read. Yes, He was the min- 
ister. He had grown up. Who taught Jesus to read? He loved ta 
read the Bible stories. This is a roll like His Bible. It did not open 
like a book. Who can open it ? 

Would you like to hear what Jesus read? Here it is right in our 
Bible too! [Read Luke iv. verse i8, and paraphrase.] Then Jesus 
sat down and talked to His old friends in Nazareth about the Bible 
stories He read when He was a boy. The people were astonished. 
They said : 

" Is not this Joseph's son, the little boy who once lived here?" 
They wondered to hear that God had sent Jesus to heal the sick and to 
preach to the poor. [Do not complete the story at this age. Also 
tell the story in Matthew xii. 1-13, if there is time to do so. 

Give every child a long strip of paper and let him roll it to look like 
Jesus' Bible. If the class is not too large, the kindergartner may 
write the memory verse as the children do the work of rolling, asking 
a few questions as she writes on each little roll. If there are pictvires, 
they may be passed at this time.] 



8. Why we call Sunday the day of rest: Genesis ii. 1-3. 

Memory verse: Remember the sabbath day, to keep it holy. Exo- 
dus XX. 8. 

Pictures: Of animals, plants, the sky, and the sea. 

INTRODUCTION 

[Introduce simply the story of Creation.] 

LESSON STORY 

Quite young children will listen to the reading of the greater part of 
the first chapter of Genesis with interest. 

Why do we need rest? Do we not rest every night? Why is it 
pleasant to have a whole day of rest every week ? [Review last week's 
story and tell of pleasant things to do on Sunday, as taking a walk 
with father after church, going to see grandma or auntie, listening to 
Bible stories, singing hymns for father and mother, coloring pictures. 
Let children draw or color outline pictures of animals and flowers. 
Do not forget fishes. Refer to the aquarium. Read Genesis ii. 1-3.] 

9. A story about four boys who ate good food and drank water: Daniel ■ 
i. 8-17. 

Memory verse: At the end of ten days their faces appeared fairer 



MANUAL OF GRADED BIBLE COURSES 8i 

and fatter in flesh than all the children which did eat the portion of 
the king's meat. Daniel i. 15. 

Picture: " Three Members of a Temperance Society," No. 627. 

INTRODUCTION 

[Review parts of story 4, and build upon it. If seeds were planted 
and have sprouted, examine the little garden, asking what was planted, 
what is growing, and what it will be good for.] What did you eat for 
breakfast? What is the very best thing for children to drink? What 
else? [Show several packages of cereals. Have glasses of water and a 
bottle of milk on the table, also some fruit.] Are all these good for chil- 
dren' What are some things that are not good for children to eat? 
To drink? 

LESSON STORY 

To-day I shall tell you a Bible story about four boys who ate only 
good food, like beans and peas and bread, and drank jonly water. One 
boy's name was Daniel. Daniel and the three other boys were taken 
away from home to live in a king's house. 

You know that a king is rich and has many servants to help him. 
He has a very big house and rich food that is not good for children, 
or even for the king. 

The king liked Daniel and the other boys, and told his servants to 
given them food from his table. Daniel's mother had taught him that 
rich food would make boys sick. He was a brave boy. He was not 
afraid to ask for the right kind of food. [Paraphrase Daniel i. 8.] 

At first the king's servant was afraid the king would not like it if the 
boys did not drink wine. He did not believe water was better than wine. 

But Daniel said: 

" Please try us for ten days and see if we do not keep well and grow 
fatter than all the other boys." [Paraphrase verses 12-16. 

Show picture, " Three members of a Temperance Society." No. 
627. This story may be dramatized. Let the children suggest how to 
play it.] 

10. Review: Choose stories, show pictures, sing many songs. 

THIRD WEEK 

11. Planting a seed in good ground: Luke \'iii. 4-8. 

Memory verse: Other fell on good ground, and sprang up, and bare 
fruit an htmdredfold. Luke viii. 8. 
Pictures and objects appropriate (77). 

INTRODUCTION 

[During the summer frequent %-isits to gardens should be made 
whenever possible. Train the children to love nature. There is a 



82 MANUAL OF GRADED BIBLE COURSES 

great difference between a child who has planted even one seed suc- 
cessfully and one who has not. Experience is a great teacher. 

Question the children about their own little gardens. If the plant- 
ing has been in fiower-pots, have the pots set upon the floor in a ring. 
Let a child walk around them and try to name the plants. If the gar- 
den is outside, more can be seen, more care can be given. The nur- 
turing instinct should be cultivated. 

Bring berries, vegetables, and fruits to kindergarten from time to 
time and see if the children can tell whether they grow on trees or 
otherwise. 

City children sadly need this instruction. So many references are 
made to nature in the Bible that a child who knows little of nature's 
wonders cannot understand many lessons. Nature is full of wonders; 
it leads to reverence. Some one has truly said, " Wonder is the mother 
of reverence."] 

LESSON STORY 

One day Jesus told his disciples a story about a farmer who sowed 
some seed. Would you like to hear it? A sower went out to sow. 
Here is his picture. Some of the seed fell on the road. If seed fell on 
our sidewalk or on the road in the park, what would happen? [Probably 
some children have seen birds pick up seeds. Help them to recall their 
experiences and tell about them. Read verse 5 and paraphrase.] 
Some seed fell on a rock. What is a rock? Where have you seen one? 
Is it hard or soft? Can seeds grow on a hard rock? [Read verses 6, 
7 and paraphrase.] But some of the seed fell upon good ground. 
[Read verse 8.] 

Who can count to a hundred? Can a hundred seeds grow out 
of one little seed ? Is n't that wonderful ? 

[Show one seed in one hand and a hundred in the other.] Who makes 
seeds grow like that ? But where must the farmer plant them if he 
wants them to grow well? [Do not try to make any further applica- 
tion. In telling the story, you are planting the seed for a later grade. 
Even the disciples did not understand fully.] 

12. The lost sheep: Luke xv. 1-7, Matthew xviii. 12-13. 
Memory verse: I have found my sheep which was lost. Matthew 
XV. 6. 

Pictures: " The Lost Sheep " (102). 

" The Flock." 

" St. John and the Lamb " (462). 

"Bo-peep." 

" Little Boy Blue." 
Objects: Toy sheep for sand-table. 



MANUAL OF GRADED BIBLE COURSES 83 

INTRODUCTIOK 

[The thoughtfvd teacher always seeks for a natural point of con- 
tact with the child's life. In this story even Mother Goose stories 
may help to prepare the little ones for the lesson. City children sel- 
dom, if ever, see lambs, know nothing of shepherds, except as they see 
toys and picture-books, and hear about " Baa, baa, black sheep " and 
other nursery rhjTnes. Perhaps the little ones in Vacation Bible Schools 
do not even know these rh>Tnes. If so, pave the way for this story 
days ahead by teaching these nursery rhymes and dramatizing them. 
Children love to imitate sounds of animals. 

All the children may be turned into a flock of sheep, with the kin- 
dergartner as shepherd. vShe may carry a shepherd's staff as she 
moves among the sheep. Another day a child may be chosen to play 
the part of shepherd. There may be added a shepherd-dog as the game 
grows from day to day. 

If possible to visit a real flock of sheep in a park, do so by all means, 
or ask if any one has seen sheep in the country and ask what they were 
eating. Such preparatory work is necessary for lessons 12 and 13.] 

LESSON STORY 

Once Jesus told His friends about a sheep that was lost. Would 
you like to hear about it? 

In the country where Jesus lived there was a shepherd who had a 
hundred sheep. He knew them by name, and they would come when 
he called them. If any one else called, they would not come. How 
did they know the shepherd? Yes, by his voice. This shepherd 
sometimes stayed out all night on the hill with his sheep and lambs. 
Wh}"-? Because a wolf might come and catch one. What is a wolf? 
The shepherd loved his sheep and lambs. If a little lamb was sick 
or hurt, this shepherd carried it in his arms. Here is a shepherd carry- 
ing a lamb. [Show picture.] 

One day this good shepherd called a sheep by name, but it did not 
come to him. He looked, but could not find it. It was lost. It had 
run away or had fallen into a hole and could not climb out. What do 
you think that shepherd did? Yes, he left all the other sheep and 
cHmbed up the hill to find the one that was lost. At last he heard a 
faint " baa-baa," and there in a deep hole was the lost sheep. The 
shepherd helped the sheep out this way, with his crook. It had hurt 
its leg in falling. See what the kind shepherd did! [Read Luke xv. 
5, 6. Draw a crook on the blackboard and have children do so.] 

Jesus told His friends that when any little child is naughty, it is 
like rurming away from the shepherd. But when the little child is 
sorry, and is good again, it is like being found. Jesus said, even the 



84 MANUAL OF GRADED BIBLE COURSES 

angels in heaven are glad if a little child is sorry for being naughty and 
tries to be good again. 

If possible, give each child a picture of a shepherd carrying a lamb 
to keep. 

13! David, a good shepherd: i Samuel xvii, 34, 35. 
Memory verse: The Lord is my shepherd. Psalms xxiii. i. 
Picture: " Young David Rescuing the Lamb " (428). 

INTRODUCTION 

Who has seen a bear? Where? A lion? What kind of animals 
are they? What do they eat? 

LESSON STORY 

Once upon a time a boy was taking care of his father's sheep when a 
hungry bear came running out of the woods and caught a lamb. David, 
the shepherd, was a strong boy and a brave boy, too. He ran after the 
bear and got the lamb away. Another day a lion came, but David 
caught the lion by his hair and struck him and killed him. 

David was a good shepherd. David could sing sweet songs. He 
could play on the harp. Have you ever heard any one play on a harp? 
Sometimes men come in our street with harps. A harp has strings 
that men snap. Here is a picture of a harp. [Draw a harp upon the 
blackboard, later children may draw one too.] 

One night while David was taking care of the sheep he looked 
up at the stars and thought of God who made those bright stars. 
[Draw a few stars at the top of the blackboard.] David thought: 
" God made my sheep. He made me. God takes care of me. He is 
my shepherd." Then he sang: 

" The Lord is my shepherd; 
I shall not want." 

14. How Joseph was lost: Genesis xxxvii. 15-36. 

Memory verse: His father wept for him. Genesis xxxvii. 35. 

Pictures: " Joseph sold " (368, 569). 

INTRODUCTION 

[Show a box of first-gift balls and review colors. Ask children to 
name colors of their dresses, ribbons, etc. Find a .child who has several 
colors on.] Who have the most colors, boys or girls? 

LESSON STORY 

I am going to tell you a story of a boy who had a coat of many 
colors. His father gave it to him because he loved him. In the coun- 



MANUAL OF GRADED BIBLE COURSES 85 

try where they lived they made coats of many colors for boys. This 
boy's name was Joseph. He had ten big brothers. I am sorry to tell 
you that they were not good brothers. They were all shepherds and 
they took good care of their sheep, but they did not take good care 
of their brother Joseph. 

One day Joseph's father sent him on an errand. He told Joseph 
to go and find his brothers and see if there was grass enough for all the 
sheep. His father was a rich man and had many, many sheep. You 
could not count them. There were ten big boys to take care of them. 

When the brothers saw Joseph coming with his pretty coat on, what 
do you think they did? They threw him down in a big hole. One 
big brother retiimed to help him out, but he could not find him. 

Do you know what the other brothers had done ? They had let some 
men take him away on a camel. Joseph was lost. His father wept 
for him. He did not find him for a long, long time. [This is all I advise 
telling of the story to such yovmg children. It is a beginning and paves 
the way for later grades. 

It may be well in such a lesson to warn children about straying away 
from home. Tell city children what to do if they are lost. See if they 
can tell where they live, etc.] Think how your mother and father would 
feel if you were lost. Would they cry? Remember Joseph's father 
wept for him many days. 

15. Review: Children choose stories, sing songs, and play games. 
If any story has been omitted, it may be told on review day. 

FOURTH WEEK 

16. How Joseph was found: Genesis xlv. i-io. 

Memory verse: I am Joseph your brother. Genesis xlv. 4. 
Pictures: " Joseph and Pharaoh " (371). 

" Joseph making himself known " (372). 

INTRODUCTION 

Would you like to hear how Joseph was found? How was he lost? 

LESSON STORY 

The men drove the camels to another country where Pharaoh Uved. 
Joseph grew to be a good man, and the king chose him to help sell 
com to the people. 

One day his brothers came to buy com. Joseph knew them, but 
they did not know him. He asked his brothers many questions to 
see if his father was well. He asked about his youngest brother Ben- 
jamin. He gave them com to carry home in their bags. He told 
Ms men to put their money back, too, in the bags with the com. 



86 MANUAL OF GRADED BIBLE COURSES 

After a while the brothers came back to buy more com. They 
brought Benjamin. When Joseph saw Benjamin, he wept for joy. 
He said: 

' ' I am Joseph your brother. ' ' Joseph forgave his brothers and kissed 
them all. He said: 

" Go and bring my father." 

This they did. 

So Joseph was found at last. [Read Genesis xlv. 14. 15, 28.^] 

17. Jesus' rule about forgiving: Matthew xviii. 21, 22, Matthew 
vi. 14. 

Memory verse: If ye forgive men their trespasses, your heavenly 
Father will also forgive you. Matthew vi. 14. 

INTRODUCTION 

Base this lesson upon some incident in the class, if any has arisen, 
or tell a story from your own childish experience of times when it was 
iiard to forgive. 

LESSON STORY 

Sometimes little children say, " I '11 never forgive you." [Tell the 
story in Matthew xviii. 21, 22.] One of Jesus' friends, named Peter, 
asked Jesus how many times to forgive. Peter thought seven times 
might be enough, but Jesus said: 

" Seventy times seven ! " 

That is more than a hundred times. Jesus said: 

" If you forgive your playmates, your heavenly Father will forgive 
you, but if you will not forgive them, then your heavenly Father will 
not forgive you when you do wrong." 

[As an ounce of prevention is worth a poiuid of cure, it may be well 
at this time to teach the value of the two " Little Keys." (Song 78.) 
Little children cannot fully appreciate Jesus' rule, but it is well to sow 
the seed. It will grow.] 

18. A kind woman: Luke xxi. 1-4. 

Memory verse: God loveth a cheerfvd giver. 2 Corinthians ix. 7. 
Picture: " The Widow's Mite " (127). 

INTRODUCTION 

[Speak about our collection of pennies.] What are they for? Have 
you heard of the hungry children whose fathers are soldiers? Who 

^ While many omissions have been made, the essential thread of the story is given, and further 
details will be given in higher grades. We do not wish to omit the story, but it is too long and too 
deep in many parts for children under seven. 



MANUAL OF GRADED BIBLE COURSES 87 

sends money to buy them food? Tell stories of little children who have 
given their pennies to help others. 

" God loveth a cheerful giver." What does cheerful mean? 

LESSON STORY 

One day Jesus saw people giving their money. Some had much to 
give, but this poor woman in our picture had only " two mites." What 
does that mean? Yet she gave them. Jesus was pleased with her 
gift. He said she had given all that she could give. 

When we have plenty, it is easier to give; but if we have only a very 
little and are willing to share it, God is very much pleased. He is even 
pleased if we give crumbs to the birds. If you never have any pennies, 
think what else you may give. I know of a little girl who gave a smile. 
I knew another who sang her kindergarten songs for her grandma. 

19. What Jesus said about giving a cup of water: Matthew x. 42. 
Memory verse: Whosoever shall give to drink unto one of these 

little ones a cup of cold water . . . shall in no wise lose his reward. 
Matthew x. 42. 

Pictures: Several views of water. 
Objects: A cup of water. 

A flower in water. 
Soap-bubble water. 

INTRODUCTION 

[Re\'iew last lesson. Ask children if they have thought of anything 
else a child can give.] Jesus thought of something very easy to give. 
[Hold up the cup of water and read verse 42.] One day mother was too 
sick to get out of her bed. She had a fever. Her head was hot. Her 
little girl drew a fresh cup of water for her many times that day. 

[Tell the story of Rebekah at the well. Genesis xxiv. 17-20. 
Build wells with blocks on the sand-table. Draw a cup of water. 
Teach plays about water such as " Give, said the little stream." 
" Pitter-patter." Make soap-bubbles, but do not let children exchange 
pipes. It is said that bubbles can be blown through empty spools.] 

20. Review: Choose stories from all previous weeks. Give into 
the children's hands many pictures and see how many persons they can 
name. 

FIFTH WEEK 

21. Jesus in a storm: Mark iv. 35-41. 
Memory verse: Peace, be still. Mark iv. 39. 
Picture: " Storm on the Sea of Galilee " (73). 



88 MANUAL OF GRADED BIBLE COURSES 

INTRODUCTION 

[This is a simple story and will readily interest any child who lives 
near a lake or river where he sees boats. Ask if any child has a little 
boat.] Bring it, and we will make a little lake in our sand-table for the 
boat. [Draw boats with sails. If the children are responsive to 
symbols, tell them that being angry is like a storm.] If you are angry 
stop and ask Jesus to help you grow calm. Listen to Him saying to 
you " Be still." 

{Color a paper blue and moxuit pictures of ships cut from adver- 
tisements.] 

22. David in danger: i Samuel xvii. 32-37, 49. 
Memory verse: I will both lay me down in peace, and sleep; for 
thou Lord, only makest me dwell in safety. Psalms iv. 8. 
Objects: Five smooth stones. 

INTRODUCTION 

[Review lesson 13.] 

LESSON STORY 

David, the shepherd boy, who could play on the harp and sing sweet 
songs, was in danger one day. 

A great giant, about eleven feet tall, wanted to kill him. The giant's 
name was Goliath. [Continue this story, but without too much detail. 
Show five smooth stones. Let children count them, thus diverting too 
close attention from this scene, which may be described more fully in 
later years.] 

Another time David was in danger of being killed by an angry king. 
Do you remember what anger is like ? This king had a dreadful, ' ' angry 
storm " in his heart. He threw his spear at David, but it did not touch 
David. He escaped again. David went far away and slept out on the 
hill, as he did when he took care of sheep. There David sang another 
one of his sweet songs. These are the words of the song. [Read. 
Psalms iv. 8.] 

Once I knew a little boy who was afraid in the dark. He learned 
that little song. You must say it when you lie down at night. 

Do you ever throw anything when you are angry? Did you throw 
a stone one day? Just think a minute.. I hope you will not get angry; 
but if you do, be sure not to throw anything at any one. It is very 
dangerous. You do not want any one to throw stones at you, do 
you? What do you think you had better do with your hands if you 
find an angry storm coming in your heart? See what I am doing with 
niine. You do it now, so you will remember what to do. [Clasp hands 
behind.] Do it when you just begin to feel angry. 



MANUAL OF GRADED BIBLE COURSES 89 

23. The story of the rainbow: Genesis \4ii. 1-12. 

Memory verse: I do set my bow in the cloud. Genesis ix. 13. 
Pictures: (560, 348). 

Objects: Try to secure a toy Noah's Ark and let the children play 
with it freely both before and after this lesson. 

INTRODUCTION 

[In telling the story do not dwell upon the people who were drowned, 
but rather upon Noah, his wdfe, his son, and his sons' wives, who were 
saved. Name many of the animals and set them up in pairs, if possible. 
Let the children play that they themselves are animals by imitating 
some characteristic movement as they march in pairs around the room. 
Two large children join hands above their heads like an arch to repre- 
sent the door of the ark. Birds fly into the ark. The children march 
under, making characteristic noises. The elephant swings his trunk.] 

LESSON STORY 

[Tell the story of the raven and the dove. Try to show pictures 
of these birds. Tell of the rainbow and God's promise. Draw bands of 
red, orange, yellow, green, blue, and violet on the blackboard and let 
the children do so on paper. Play with the rainbow colors on the wall 
if you can catch them with a glass prism. [See story of the Light Bird 
in Froebel's " Mother Play." Play with shadows on the wall later.] 

24. A talk about birds mentioned in the Bible: Matthew vi. 26, 
Psalms Ixxxiv. 3, Exodus xvi. 13, i Kings xvii. 4. 

Memory verse: Your heavenly Father feedeth them. Matthew 
vi. 26. 

Pictures: As many birds as possible. 

Objects: Real nests or nests that the children make of clay, 

INTRODUCTION 

[Sing the bird songs.] 

LESSON STORY 

[Tell the stories suggested by the texts given above.] 
Pictures chosen and named. 

25. Review: Pictures chosen and named. Play bird games and 
games of animals. Children try to tell stories. 

SIXTH WEEK 

26. Children singing for Jesus (Palm Sunday): Mark xi. i-io. 
Memory verse: Hosanna; Blessed is he that cometh in the name of 

the Lord. Mark vi. 9. 

Picture: ' ' Pabn Svmday "(123). 



90 MANUAL OF GRADED BIBLE COURSES 

LESSON STORY 

[Tell the story. Read it.] 

Sing, " Praise Him, praise Him, all ye little children. 

" God is love, God is love." 
Practise other songs for closing day. 

27. Jesus' last prayer: 

Memory verse: Father, forgive them. Luke xxiii. 34. 

'^ESSON STORY 

[The children are too young to hear all this sad story, but if they 
already have heard it and speak of it, teach Jesus' last prayer and review 
lesson 17. Jesus kept His own rule about forgiving.] 
" We'll try to be like Him, try, try, try." 

28. The Easter story: Matthew xxviii. i-io, John xx. 1-18. 
Memory verse: Peace be unto you. John xx. 21. 
Pictures: " Easter Morning " (160). 

" Appearance to Mary " (161).^ 
" Easter Offering " (401). 

29. The angels' song of peace when Christ Jesus was born: Luke ii. 
13-14- 

Memory verse: Glory to God in the highest, and on earth, peace. 
Luke ii. 14. 

Pictures: " The Angels " (14). 

"The Shepherd" (11). 

LESSON STORY 

[Some children will surely know this story. Let them tell it. Why 
have we reserved it for our closing lesson this year?] 

30. Review: Choose stories. Sing the songs of praise ^ of the 
sixth week, especially the last one, " On earth, peace." Repeat memory 
verses. 

' When I was a child I was particularly attracted by the story of Jesus meeting Mary in the 
garden, she " supposing Him to be the gardener." The changes in my mother's tones as she told 
the story I hear yet! 

^ During the six weeks teach a few hymns as thoroughly as possible, but sing others to the 
children. Consult list given in our Manual of Songs. Every day sing a lullaby and let the children 
pretend to sleep while you sing. This will be restful. It helps in discipline. Teach also a grace 
to say or to sing before eating, as: 

" God is great and God is good 
Now we thank Him for this food," 
-or, 

" Father of all, in Heaven above, 
We thank thee for thy love. 
Our food, our homes, and all we wear 
Tell of thy loving care. Amen." 



MANUAL OF GRADED BIBLE COURSES 91 

GREAT BIBLE HEROES 

ADVANCED GRADE: AGES FROM TEN TO FOURTEEN 
OBEDIENCE 

1. Obedience to God: 

God's call obeyed (Abraham). Genesis xii. 1-5. 

Memory verse: So Abram departed, as the Lord had spoken unto him. Genesis 
xii. 4. 

2. Obedience to masters: 

A faithful servant (Abraham's servant). Genesis xxiv. 
Memory verse: O Lord God of my master Abraham, I pray thee, send me good 
speed this day, and shew kindness unto my master, Abraham. Genesis xxiv. 12. 

3. A boy's obedience: 

Samuel, i Samuel i. 24-2S, ii. i-ii, 18-21, 26, iii. 1-19. 

Memory verse: And the child [Samuel] did minister unto the Lord before Eli 
the priest. 1 Samuel ii. 11. 

4. Obedience to God's minister: 

A changed life (Naaman). 2 Kings v. 1-20. 
Memory verse: And he returned to the man of God [Elisha] . . . and he said, 
Behold, now I know there is no God in all the earth, but in Israel. 2 Kings v. 15. 

COURAGE 

5. A great leader: 

Moses. Exodus xiv-xv. 
Memory verse: The Lord shall reign for ever and ever. Exodus xv. 18. Who 
is like unto thee, O Lord, among the gods? Who is like thee, glorious in holiness, 
fearful in praises, doing wonders? Exodus xv. 11. 

6. A man vjho cotdd face scorn: 
St. Paul. Acts ix. 1-30. 

Memory verse: Lord, what wilt thou have me to do? Acts ix. 6. 

7. A brave man: 

Daniel. Daniel vi. 1-23. 

Zlemory verse: He kneeled upon his knees three tim.es a day, and praj^ed, and 
gave thanks before his God. Daniel vi. 10. 

PRAYER 

8. Thanksgiving: 

A man who said " Thank you." Luke xvii. 11-19. Psalms cv. 

Memory verse: And one of them when he saw that he was healed, turned back, 
and with a loud voice glorified God. Luke xvii. 15. 

And Jesus answering said, Were there not ten cleansed? but where are the 
nine? Luke xvii. 17. 



92 MANUAL OF GRADED BIBLE COURSES 

9. Petition: 

Hannah's prayer, i Samuel i, ii. 18-21, i Kings viii. 22-51. 
Memory verse: She . . . prayed unto the Lord, and wept sore, i Samuel i. 10, 

10. Intercession: 

Samuel praying for the people, i Samuel iii. 19, vii. 1-17. 

Memory verse: And the children of Israel said to Samuel, Cease not to cry unto 
the Lord our God for us, that He will save us out of the hand of the Philistines. 
I Samuel vii. 8. 

11. Confession: 

David and Nathan. 2 Samuel xii. 1-13, Psalms ii. 3, 4, i John 
8, 10. 

Memory verse: And David said unto Nathan, I have sinned against the Lord. 
And Nathan said unto David, The Lord also hath put away thy sin. 2 Samuel xii. 
13, Psalms H. 2, 3, 4, 10. 

12. Praise: 

David the sweet singer of Israel. Psalms c, Psalms xxiii, Luke 
xix. 28-40. 

Memory verse: Let everything that hath breath praise the Lord. Psalms cl. 6. 
Serve the Lord with gladness. Psalm c. 2. 

FAITH 

13. How a great soldier had faith in God: 
Joshua. Joshua i. 3. v. 6. 

Memory verse: Be strong and of a good courage. Joshua i. 6. 

14. A brave boy who won a battle: 
David. I Samuel xvii. 

Memory verse: And Saul said unto David, Go, and the Lord be with thee. 
I Samuel xvii. 37. 

LOVE 

15. The love of friends: 

David and Jonathan, i Samuel xviii-xx. 

Memory verse: For he [Jonathan] loved him [David] as he loved his own soul. 
I Samuel xx. 17. 

16. Love in self-sacrifice: 
Ruth and Naomi. Ruth i. 

Memory verse: And Ruth said, . . . thy people shall be my people, and thy 
God, my God. Ruth i. 16. 

1 7 . Love in forgiveness: 

The Prodigal Son. Luke xv. 11-32. 

Memory verse: I will arise and go to my father and will say unto him, Father, 
I have sinned against heaven, and before thee. Luke xv. 18. 



MANUAL OF GRADED BIBLE COURSES 93 

GIVING 

18. Giving to God's house: 

The building of Solomon's temple, i Chronicles xxviii-xxix. 
Memory verse: The Lord hath chosen thee to bmld an house for the sanctuary: 
be strong and do it. i Chronicles xxviii. lo. 

ig. A woman who gave all she had: 

Mark xii. 41-44. Also Dorcas: Acts ix. 36-43. 

Memory verse: And Jesus sat over against the treasury, and beheld how the 
people cast money into the treasury. Mark xii. 41. 

KINDNESS 

20. A man who returned good for evil: 
Joseph. Genesis xxxvii-xlv. 

Memory verse: Overcome evil with good. Romans xii. 21. 

2 1 . The Good Samaritan: 
Luke X. 25-37. 

Memory verse: Thou shalt love the Lord thy God with all thy heart, and with 
all thy soul, and with all thy strength, and with all thy mind; and thy neighbour 
as thyself. Luke x. 27. 

RELIANCE UPON GOD 

2 2. A letter shown to God: 

Hezekiah . Isaiah xxx vii . 14-22. 
Memory verse: And Hezekiah went up unto the house of the Lord, and spread 
it [the letter) before the Lord. Isaiah xxxvii. 14. 

23. The Apostles' choice: 

Acts I. 14-26. 

Memory verse: Thou, Lord, which knowest the hearts of all men, shew whether 
[which] of these two thou hast chosen. Acts i. 24. 

WORK 

24. The work that could not be done alone: ^ 
Nehemiah. Nehemiah i-vi. 

Memory verse: The God of heaven, he will prosper us; therefore we his servants 
will arise and build. Nehemiah ii. 20. 

25. Women workers: 

Exodus XXXV. 25, 26, 35, Proverbs xxxi. 10-31. 

Memory verse: She seeketh wool, and flax, and worketh willingly with her 
hands. Proverbs xxxi. 13, also verse 31. 

26. How a little boy's work was blessed: John vi. 5-12. 

Memory verse: There is a lad here, which hath five barley loaves, and two 
small fishes; but what are they among so many? John vi. 9. 

* See model lesson on Nehemiah. (p. 94). 



94 MANUAL OF GRADED BIBLE COURSES 

SPIRITUAL VISION 

27. The angels' staircase: 

Jacob. Genesis xxviii. ii-i 8. 

Memory verse: And Jacob awaked out of his sleep, and he said, Surely the 
Lord 'is in this place; and I knew it not. Genesis xxviii. 16. 

28. The mountain guard: 
Elisha. 2 Kings 6: 8-23. 

Memory verse: And Elisha prayed, and said. Lord I pray thee, open his eyes, 
that he may see. 2 Kings vi. 17. 

29. A splendid choice: 
Solomon, i Kings iii. 5-14. 

Memory verse: Give therefore thy servant an understanding heart, i Kings 
iii. 9. 

30. Stephen the first martyr: Acts vii. 54-60; or 

The lifted veil: (St. John) . . . Revelation i. 10-19. 
Memory verse: But he . . . looked up stedfastly into heaven. Acts vii. 55. 

MODEL LESSON — ADVANCED GRADES 

Name of Story: The work that cotdd not be done alone. 

Reference: Nehemiah i-vi. 

Age: From ten to fourteen. 

Time: Twenty minutes. 

Apparatus: Plan of Jerusalem in the time of Nehemiah, showing 
walls, gates, towers, etc. (drawn on blackboard). 

Aim: To show that God gives us help when we pray for it. 

Previous knowledge: The children will know something of Israel's 
captivity in Babylon, and of the desolation of Jerusalem, from the 
story which they will already have had about Daniel (No. 7). 

Introduction: Begin by recalling to the minds of the children the 
facts that they have already learned about the captivity of the Jews in 
Babylon and about the desolation of Jerusalem. 

LESSON STORY 
THE RETURN OF THE JEWS TO THEIR OWN COUNTRY 

For a long time the Jews lived in this far-off land, working for stran- 
gers, hearing always a strange language, and often looking away west- 
ward toward the beautiful city Jerusalem, whose walls were broken down. 

One day there was great excitement among the Jews. One said to 
another: 

" Have you heard of the command of King Cyrus? " 

" Command — command? " they cried. " What command? " 



MANUAL OF GRADED BIBLE COURSES 95 

" King Cyrus has commanded the Jews to go away to their old 
homes, and build the house of God in Jerusalem. He has promised 
them all the gold which was taken away from God's house to Babylon 
many years ago. The king has told all the Jews who cannot go to 
Jerusalem to send gifts and money to pay for the building." 

Think of the excitement of the Jews when they heard this com- 
mand. Who carried them away from Jerusalem? Who was sending 
them back? What song did they sing about Jerusalem while they 
were captives? They got ready as quickly as they could, and started 
on their journey to their old home. It took a long time, for they had to 
travel many miles. How did they travel in those days? They were all 
so happy because they were going back to Jerusalem that they thought 
nothing of the hard journey. After many, many days of traveling 
they at last reached the city. As soon as possible they began to build 
the house of God. Although they were a long time building it, it was 
finished at last, and they settled down in their own country again. 

NEHEMIAH, A JEW IN PERSIA 

A great many years afterward a new king came to reign in that far- 
off country where the Jews had spent so many years. He was a kind, 
good king. He sent up to Jerusalem a great and good Jew named Ezra 
to teach the people how to worship, how to offer sacrifices, and how to 
keep the law of God. 

This king had so much to do that he did not often think of the city 
of Jerusalem out in the west, far from his own greater city. This king 
had many servants. One of these serv^ants was a Jew named Nehemiah, 
who worked for him night and day. Nehemiah had a happy, though 
■ery busy life. People obeyed him and looked up to him, for he was a 
very good Jew. The king loved him. Nehemiah spent many happy 
years in the king's palace. But though he was so comfortable and 
so happy in this palace, he never forgot his own people. He often 
thought of them off in Jerusalem and wondered how they were getting 
along. Did he receive letters? Why not? 

But one day a messenger came from Jerusalem, and Nehemiah said 
to him : 

" How are the Jews? What is Jerusalem like? " 

He was very anxious to know all about his own people. But the 
messenger did not bring good news. He said: 

" The people are very poor, and their enemies laugh at them. The 
wall of Jerusalem is broken, and the gates are burned." 

Why did they have walls around cities? Do you know of any city 
that has a wall now? 

When Nehemiah heard this, he felt very sad. He loved God and he 



96 MANUAL OF GRADED BIBLE COURSES 

knew that those people around Jerusalem who were not Jews would 
be sajring: 

"Where is your God? You have btiilt Him a temple. Can't 
He help you to build your city? " 

Nehemiah was very sad indeed. For days he could think of nothing 
but his " brothers and sisters," as he called them, away in Jerusalem, 
poor and in misery, and Jerusalem itself only a heap of ruins. Day 
and night he prayed to God for them until at last a wonderful and 
brave thought came into his heart. He thought : 

" I will go and help them, and I will build the walls again, so that 
they will be safe from their enemies." 

But before he could do this, he had to ask the king to let him go. 
Suppose the king would not let him go? So he prayed to God to help 
him. Nehemiah did not ask the king at once, but waited for a favor- 
able opportunity. 

NEHEMIAH 'S REQUEST 

It was thought a great honor in the king's palace to wait on the king 
at meals. The king was a very great man, and people could not speak 
to him just when they wished. Often they had to wait for months 
before they had the chance to ask him anything. Nehemiah was long- 
ing to tell him about Jerusalem and about his own great desire to go 
and help the Jews, but he had to wait four whole months before he cotild 
do this. Think how impatient and anxious he must have felt. But 
he waited and waited. At last it was his turn to hand to the king his 
cup of wine. The king looked at him and noticed his pale, sad face. 
Then the king said: 

" You are not ill. Why do you look so sad? " 

Nehemiah's heart beat fast, and he could scarcely speak. Suppose 
the king should refuse to let him go, suppose he should let slip this one 
chance of winning the king's favor, suppose 

But Nehemiah knew that there is one King who never keeps us 
waiting when we want to talk to Him, one King who will never send us 
away, however often we come. So Nehemiah spoke to God, the King 
of kings, and asked Him to soften the king's heart. Then Nehemiah 
told the king all about the unhappy state of things in Jerusalem and 
said : 

" Send me to the city where my father lies buried, and let me build 
it." 

Then the king asked a great many questions and among them how 
long Nehemiah would be away, and at last gave him leave to go. 



MANUAL OF GRADED BIBLE COURSES 97 

NEHEMIAH'S journey to JERUSALEM 

Nehemiah started ofif joyfully on his journey to Jerusalem. Day 
after day he traveled. When he arrived he found the walls in ruins, 
the gates all tumbled down, the towers just heaps of stones. Why 
did they have towers on the walls? For lookouts. But Nehemiah 
was not dismayed. He was thinking, " I will build up the walls and 
get the people to help." 

nehemiah's midnight ride 

For three days he told no one of the brave thought in his heart. 
Then one night when every one was asleep Nehemiah got up and called 
some of his servants. They went out into the streets together, rode 
out of the ruined gate of the city to see the city walls. [Here show a 
plan of Jerusalem. Point out the lines of the walls, the many gates. 
The children will be interested to know their various names.] But 
the gates were broken dovm and the walls in ruins. Nehemiah rode 
right round the city walls. [Describe his route on the plan.] He came 
out the Valley Gate, went along the walls until he came to the Foun- 
tain Gate. Here there was such a heap of ruins that Nehemiah had to 
dismount and go on foot. On and on he went. It was very quiet and 
dark; all the people in the city were asleep. On and on through the 
darkness he went, past the Water Gate, the East Gate, the Sheep Gate; 
he had ridden right around the city. Now he knew exactly what must 
be done so that walls of Jerusalem could be built up again. When 
day came, he called the priests and nobles together and told them his 
plans. 

nehemiah building the walls 

The first thing Nehemiah had to do was to divide the people into 
groups. Each group was to build the part of the wall nearest their 
homes. Gradually all the parts would be joined together. Some 
men had to clear away the rubbish ; some had to cut stones ; some had 
to drive them to the right places. All were working hard. Nehemiah 
rode about to see that everything was done, to cheer the workers on, 
and to remind them that God was helping them. Each day the gaps 
in the walls became fewer and fewer, and the walls rose higher and higher. 

But there were some people living around Jerusalem who did not 
like the Jews. When Nehemiah came to Jerusalem and said: " I 
will build the walls of Jerusalem," they laughed at him, and said: 

" What is this thing that ye do? " [Read Nehemiah iv. 1-3, ii. 9.] 
Nehemiah was not afraid of them. He knew that God was helping 
him in their work. He bravely answered: 

" The God of Heaven, he will prosper us; therefore we his servants 
will arise and bviild." 



98 MANUAL OF GRADED BIBLE COURSES 

And so the work went on. This made the enemies still angrier. 
They said : 

" We will stop it." 

Nehemiah knew that they had said this, but still he kept on. He 
was not afraid. He asked God to help him and then worked as hard 
as he could. The enemies of Nehemiah quickly got together an army 
of soldiers and began to march toward Jerusalem. 

When Nehemiah's men saw an army coming, they were afraid. 
Every one was talking about this army. People who came to Jerusalem 
brought alarming messages. They said: 

" From all parts as we came along we saw our enemies marching 
up against us." 

The builders were so frightened now that they stopped their work. 
But Nehemiah stood up calm and strong, not a bit afraid. He called 
out to his men and said : 

"Be not afraid of them. Remember the Lord which is great and 
terrible, and fight for your brethren, your sons, and your daughters, 
your wives, and houses." 

Then Nehemiah got ready to meet these soldiers who were coming. 
He ordered half the people to build; half were to be armed in coats 
of mail, with spears and shields and bows. Every man that was 
building had a sword at his side, and every man that carried a load also 
held his weapon in his hand. 

Behind the walls stood the rulers and princes to cheer and encourage 
the people in their work. Nehemiah posted his trumpeter beside him 
i.o give him the alarm. So the work went on. They worked and 
worked. Often they were very tired. They had hardly any time for 
sleep. [Read Nehemiah iv. 16-18.] 

NEHEMIAH FINISHING HIS WORK 

At last the work was finished. The walls were bmlt up again. But 
the gates were not yet made. So they set to work to build these up. 
Again the enemies tried to stop the work. But all the time Nehemiah 
was praying to God and saying: 

" O God, strengthen Thou my hands." 

And God did strengthen his hands and the hands of all the people, 
for at last, after fifty-two long days, the walls were finished, the gate- 
ways set up, and the doors hung on their hinges. Jerusalem was built 
again. [Read of the great meeting at the Water Gate. Nehemiah 
viii. 1-8.] 



MANUAL OF GRADED BIBLE COURSES 99 

TEMPLE STORIES 

WITH CONSTRUCTION OF TEMPLE MODEL ^ 

1. Jesiis in His Father's House: Luke ii. 40-52. 
Memory verse: Liike ii. 49. R. V. 

This story of Jesus' boyhood recalls the most magnificent building 
of Jesus' time, the structure most beloved by all the Jews of that day. 
To it they frequently went. The place is there in Jerusalem to-day, 
but not the building. It was destroyed about forty years after Jesus' 
death, and has never been rebuilt. 

We are to visit it with Jesus during our Daily Vacation Bible School 
days and tell many of the stories connected with it. While this is being 
done, a model of the Temple will be constructed. It wdll be fine manual 
work, make real the temple stories, and be of permanent value in the 
Svmday school. 

2. The Triumphal Entry: Luke xix. 29-40. 
Memory verse: Luke xix. 38. 

The best view of Jerusalem and the Temple is from the Mount of 
Olives at svmrise. Jesus was frequently on the Mount of Olives. From 
it He entered Jerusalem on Palm Sunday. In telhng the stories do 
not let the temple descriptions spoil the story. Forget the temple and 
tell the story. This is very iraperative. 

3. A Den oj Robbers: Luke xix. 45-46, John ii. 13-22. 
Memory verse: Ltike xix. 46. 

When Jesus visited the Temple He found within the court (Court 
of Gentiles) a den of robbers. How mean it is to take unfair advantage 
of others. 

By this time the base of the temple model shoiild be ready. This 
base (four feet square) should be made of pulp board, supported beneath 
with half-inch boards. Old box material will do. The temple area was 
about 750 feet square, and therefore the scale will be one inch for fifteen 
feet both horizontally and vertically. The temple area was surrounded 
with a wall forty-five feet high. Therefore in our model it will be three 
inches high. Have it up on the east side by the time of our next story. 
Use half -inch Itmiber, letting it drop down over the base. Thus it will 
look finished and be firm. Just tack, as the porches must be added. 
Edersheim's " The Temple " (50 cents) will be followed in the model. 
This book is indispensable. Perhaps the same is true of Russell's 

' Explanatory note on abbreviations, ga means first part of verse 9; 146 means latter part of 
verse 14. (See "Temple" so) means p. 50 of Edersheim's "Temple." R. V. means revised version. 



loo MANUAL OF GRADED BIBLE COURSES 

"Temple Blocks" ($2.50), W. H. Dietz, Chicago. Hastings' "Dic- 
tionary of the Bible " is helpful. 

4. The Beautiful Queen: Book of Esther. 
Memory verse: Esther iv. 146. 

The gate at the northeast comer of the temple area was seen from the 
Mount of Olives. It is the Gate of Shushan (" Temple " 36-41). 
Of course we must have the story of Esther, who ventured everything 
for the sake of her people. 

5. Solomon the Wise: 1 Kings iii. 4-28. 
Memory verse: i Kings iii. ga. 

Dreams are always interesting. Sometimes they affect our lives. 
This was the case with Solomon. He believed God spoke to him. 
Was he not right? By the time this story is told, the adjoining walls 
on the north and south have been tacked into place and Solomon'?^ 
Porch (" Temple " 45), about 45 feet wide, is constructed. Therefore 
the story. Use half -inch lumber and nail securely to walls. Leave the 
wall a little above the roof for railing. Add colimms (" Temple " 43). 

6. Building the First Temple: 2 Samuel vii, i Kings v-viii. 
Memory verse: 2 Samuel vii. 2. 

David's desire, and Solomon's plan and its consummation, including 
the cedars of Lebanon and the building and dedication of the Temple, 
is a story that ought to create interest in houses of worship. 

7. The Queen oj Sheba: i Kings x. 
Memory verse: Matthew xii. 42. 

The Royal Porch on the south side was larger and higher than the 
others (" Temple " 44). The main entrances to the temple area were 
on the west side toward the city, and the most important of these en- 
trances led directly into the Royal Porch. The approach to this was 
over the famous Royal Bridge (" Temple " 42) and recalls the story 
of the Queen of Sheba and the " greater than Solomon." 

8. Making Trial of God: Matthew iv. i-ii. 
Memory verse: Matthew iv. 7. 

It is possible that the second temptation of Jesus (" Temple "41, 
38) occurred from a tower on the Royal Porch. We should not need- 
lessly or presumptuously count upon God's special providence and 
care. 

9. Two Rulers of the Jews: John iii. 1-16, xix. 38-42, Mark xv. 43. 
Memory verse: John iii. 16. 

The Hall of Hewn Stones where the sanhedrin met (Hasting's 



MANUAL OF GRADED BIBLE COURSES loi 

" Sanhedrin ") was probably the part of the Royal Porch between the 
two south gates. Indicate this by partitioning off this part of the porch. 
Tell the story of the two rulers of the Jews who were Christians, secret 
at first, bold at last, and equal to an emergency. 

ID. A Mob after Paul: Acts xxi. i^ et seq. 

Memory verse: Acts x. 346-35. 

Sometimes the best of men are mobbed. Fanaticism, prejudice, 
and ignorance are responsible. The Inner Court was surrounded on 
the three sides of entrance (perhaps the fourth) with a marble screen, 
4I feet high, within which no Gentile entered on pain of death. Hence 
the story (" Temple " 46). In our model this screen will inclose a space 
about 34 inches east and west by 17 north and south, and will be about 
I inch away from the west porch and about 3 from the north porch 
(" Temple " 46). 

11. Ezra the Ready Scribe: 'Ezra vii-xi; Nehemiah viii. 10. 
Memory verse: Nehemiah \nii. 36. 

One of the four openings through this screen on the south side led 
to the Water Gate (" Temple " 53). Before this gate Ezra read the 
Bible, and the people pricked up their ears. Can we make the boys 
and girls do the same when we tell our Bible stories? There were also 
four gates and the main front entrance on the north side. The Beauti- 
ful Gate was on the east. The area of the Temple proper was about 
200 by 380 feet. It was inclosed by a wall, rising 60 feet above the 
terrace, or chcl, that skirted the Inner Court, 15 feet wide and lOj 
feet high. There were five elevations from the outer court, namely: 
to the chel, 10 j feet; to the Women's Court, 9 feet; to the Men's Court, 
11^- feet; to the Priests' Court, i^ feet; and to the House, 9 feet. A 
total elevation of 41 ^ feet. On the highest elevation was the Porch 
of the House, 1 50 feet high. Keep in mind the total elevation and make 
yoiu: model accordingly (15 feet to the inch) ("Temple" 47-58 and 
Hastings). 

12. The Lame Man at the Beautiful Gate: Acts iii. i, iv. 31. 
Memory verse: Acts iii. 6. 

The interesting incident of the lame man who got better than he 
asked for, took place at the Beautiful Gate, the Corinthian brass of 
which dazzled the eyes when seen from the Mount of Olives ("Temple" 
47). Remember that the Temple faced the east, while the main en- 
trances to the Temple area were to the west at the rear of the 
Temple. This gate was 80 feet high and 60 broad. The others were 
45 high by 60 broad. 



I02 MANUAL OF GRADED BIBLE COURSES 

13. Abraham the Magnanimous: Genesis xiii-xiv. 20. 

Memory verse: Malachi iii. 8. 

Tell the story of Abraham and Lot down to the incident of Mel- 
chizedek, King of Salem (Jerusalem), and then let the Temple-builder 
connect it with the trumpet-like money-chests in the Women's Court 
(" Temple " 48) and drive home tithing and " more," the widow's two 
mites (Mark xii. 41 et seq.). 

14. The Pharisee and the Publican: Luke xviii. 9-14. 
Memory verse: Micah vi. 8. 

The Temple was the house of prayer (Luke xix. 46) and it is quite 
likely that here in the Women's Court took place the incident that illus- 
trates the kind of praying that is worth while. 

15. Samson the Strong: Judges xiii-xvi. 
Memory verse: Proverbs xx. i. 

In the comers of the Women's Court were chambers (" Temple " 
50). One of these was used by the Nazarites. Samson was a life-long 
Nazarite. The Nazarite did not drink wine or strong drink (Num- 
bers vi. 3). 

16. David and his Harp: i Samuel xvi. 14-23. 
Memory verse: Psalm xlv. 1-2. 

On the steps leading up to the Court of Israel the Temple Choir 
sometimes sang (" Temple " 50, 75, et seq.). Tell a story of David, 
the patron saint of Jewish music. Their book of hymns was called 
the Psalms of David. 

17. The Grateful Leper: Luke xvii. 11-19, Leviticus xiv. 11. 
Memory verse: Liike xvii. 15-166. 

Before the Lord in the Gate of Nicanor lepers made the^r offerings 
for cleansing. A story of gratitude is always in place. The two courts 
are separated by a low railing or wall (" Temple " 50). 

18. The Attempt to Sacrifice Isaac: Genesis xxii. 
Memory verse: Exodus xx. 13. 

A good place to tell the story of the sacredness of human life as 
against human sacrifice is while the altar of burnt offering is being con- 
structed. (" Temple " 54, also Hastings). This is beyond the Men's 
Court and just within the Priests' Court. Remember this is Mt. 
Moriah. 

19. Forty Years in Tents: Exodus xxv-xxvi. 
Memory verse: Exodus xxv. 8. 

Beyond the altar was the laver, and then upon a further rise of solid 
masonry of 9 feet was the sanctuary itself. Forgetting the porch and 



MANUAL OF GRADED BIBLE COURSES 103 

side chambers for the moment, come to that portion that corresponds 
to the Tabernacle (God's Tent) built in the wilderness and recall the 
story of its building and the forty years of tenting (" Temple " 55-58). 
Boys like tenting, and God likes to tent with them. 

20. David and Jonathan: i Samuel xviii-xx. 
Memory verse: i Samuel xvnii. xb. 

While building the house or sanctuary itself as best we can, following 
descriptions, picture, and models (" Temple," Hastings, Russell), we 
will recall several interesting stories. In the Holy Place (30 by 60) 
was the shew bread, Leviticus xxiv. 5-9, Exodus xxv. 23. A little 
incident (Matthew xii. 3-4, i Samuel xxi. 1-9) recalls David, and some 
one tells the story of true friendship. 

21. Rebuilding the Temple: 'Ezra, iii-vi. 
Memory verse: Zechariah iv. 6. 

There also was the candlestick (" Temple " 58, Exodus xxv. 31 e/ 
seq.). A prophet once had a wonderful dream about this candlestick 
(Zechariah iv.). It referred to Zerubbabel who rebuilt the temple after 
its destruction by Nebuchadnezzar (2 Kings xxv. 8 et seq.). It is a great 
story of perseverance under difficulties. 

22. Listening to God: 1 Samuel ii-iii. 
Memory verse: i Samuel iii. 10b. 

There also was the altar of incense (Exodus xxx) , a symbol of prayer 
(Psalms cxli. 2, Luke i. 10, Revelation v. 8, viii. 3-4). Forgetting the 
incense let some one tell that interesting story of the complement of 
prayer, listening to God. The house (90 by 30 and 90 feet high) 
is completed. The side buildings, built from the lower level and the 
porch (^150 by 30 and 150 high) will now be added (" Temple " 57). 
Build of §-inch lumber and pulp board. 

23. i4n uncle and aunt worth having: 2 Kings xi-xii. 
Memory verse: Proverbs xxii. 6. 

In the porch and the side buildings were rooms for various uses 
(" Temple " 52-53). In one of these Jehoiada, the high priest, and his 
wife hid their infant nephew until he was crowned king, and so trained 
him that when his time came he was a very useful king and repaired 
the temple. 

24. Finding a Book: 2 Kings xxii-xxiii. 
Memory verse: Deuteronomy vi. 5. 

Long aftervk'ard the Temple was repaired again by King Josiah, and 
a book of the law, Deuteronomy, was found. A great reformation took 
place something like the one in Luther's day when the people " found " 
the Bible. 



104 MANUAL OF GRADED BIBLE COURSES 

25. A Wrong Idea of God: i Samuel iv. 
Memory verse: John iv. 24. 

The Holy of Holies was the most sacred place in the Temple 
("Temple " 313 e^ seq.). The ark was here from the time the Temple 
was built imtil its destruction by Nebuchadnezzar. (Exodus xxv. 10 
et seq.). Before that it had been almost continuously for four hundred 
years at Shiloh. There is an interesting story about it that will help us 
to get the right idea of God. 

26. The Golden Calf: Exodus xxxii. 
Memory verse: Exodus xx. 4-6. 

In the ark was Aaron's rod that budded (Hebrews ix. 4, Numbers 
xvii-xviii). This is the story of the origin of the Aaronic priesthood. 
A more interesting story, but not so commendable to Aaron, is that of 
the golden calf. Evidently he reformed. 

27. The Ten Commandments: Exodus xxxi. 11-18, xxxiv-xxxv. 
Memory verse: Exodus xx. 3-17. 

The story above is a part of the story of the giving of the ten com- 
mandments. This complex story is worth mastering and simplifying. 
The ten commandments should be memorized by this time. Within 
the ark were the two fiat stones on which the commandments were 
engraved. 

28. Raining Bread from Heaven: Exodus xvi. 
Memory verse: Matthew vi. 11. 

The ark also contained a pot of manna. The story of its bestowal 
teaches gratitude for daily blessings and regard for the Sabbath, two 
much-needed lessons. 

29. No More Temple: Mark xiii. 
Memory verse: Revelation x'ki. 22. 

The Temple was destroyed in 70 a.d. as Jesus predicted, and was 
never rebiiilt. That kind of worship was no longer needed (John iv. 
19 et seq.). From Bible dictionary, commentary, general history, or 
from Josephus himself get a description of the siege and destruction of 
Jerusalem. 

30. The Temple of the Body: John ii. 19-21, i Corinthians iii. 
16-17, vi. 19-20, 2 Corinthians vi. 16, Ecclesiastes xii. 3-7. 

Memory verse: i Corinthians iii. 16. 

The care and use of our bodies, the real temples of God, furnish a 
fitting close to the Temple Stories. By this time the model is completed, 
painted, and gilded, and ready to be a permanent piece of the Sunday 
school equipment. Constdt " The Man Wonderfid." 



MANUAL OF GRADED BIBLE COURSES 105 
STORY-TELLING TRIP THROUGH PALESTINE 

WITH CONSTRUCTION OF PULP MAP 

1. With Paul on a stormy sea: Acts xxvii-xxviii. 
Memory verse: Acts xxvii. 25. 

The Mediterranean and its shores teem with historical interest. 
The stop at the island of Melita is due solely to its connection with the 
shipwreck of Paul. Tell the story and consider the secret of his courage. 

2. The man who dared to stand alone: i Kings xviii. 
Memory verse: i Kings xviii. 21. 

Mt. Carmel (1742 feet) is the first glimpse of Palestine. Haifa, 
the harbor at the foot of this mountain, is reached in the morning, and 
the first day in Palestine is spent on the mountain made famous by the 
fearless prophet. (Leary, 188 et seq.) 

3. The bravest three hundred: Judges vii. 
Memory verse: Judges vii. 26. 

The train for Damascus leaves before daylight the next morning, 
crosses the plain of Esdraelon, leaves Nazareth to the north, and, enter- 
ing the valley between little Hermon and Mount Gilboa (171 7 feet) soon 
passes by Gideon's fountain. The greatest battle-field of the world 
has been traversed. (Leary, 157 and Hastings' Herod.) 

4. The man who kicked against the goad: Acts ix, xxii, xxvi. 
Memory verse: Acts xxvi. 14. 

Reaching the Jordan, the railroad passes up to the foot of the Sea 
of Galilee and then enters the old trail toward Damascus, a gorge of 
grand scenery, goes east to connect with the road from Damascus to 
Mecca at Edrei, but later returns to the old trail in time to pass by the 
probable scene of Paiil's conversion. Mt. Hermon (9200 feet) is always 
in view. 

5. The girl thai told and the man that obeyed: 2 Kings v. 
Memory verse: 2 Kings v. 13. 

Two nights and a day are spent in Damascus (Hastings) . Of course 
we win not forget the story of haughty Naaman and his thoughtful 
Israelitish slave girl. A trip by rail to Baalbec and Beirut, and by cara- 
van to Nineveh and Babylon are enticing, but in the morning we must 
rettim to the foot of the Sea of Galilee. 

6. Fishing for fish and folks: Matthew iv. 18-22, John xxi. 
Memory verse: John ii. 19. 

Two nights are spent ac Tiberias and the day between is spent on 



io6 MANUAL OF GRADED BIBLE COURSES 

"the Sea of Galilee (680 feet below sea level). (Leary, 123 et sea., 184 
et seq.). Lake Htileh (sea-level) is 9 miles north, and Mt. Hermon, 
with the sources of the Jordan, 15 miles further. Many incidents in 
the life of Jesus occurred around this sea. Tell the fishing stories. 

7. A sick man and his friends: Mark ii. 1-12. 
Memory verse: Matthew vii. 12. 

At the ruins of Capernaum many incidents are recalled, but the 
healing of the man with palsy is told, and friendship is the thought. 
We return to Tiberias. 

8. The Sermon on the Mount: Matthew v-vii. 
Memory verse: Quotations from memory. 

The next morning a daybreak tramp is taken to the medicinal springs, 
after which the caravan trip to Nazareth and Jerusalem is begun. On 
the highlands above Tiberias are the Horn of Hattin, where Jesus 
preached the Sermon on the Mount. (Hastings' Tiberias and Leary, 
179-185). 

9. The Sabbath custom: Luke ii. 40-52, iv. 16-30. 
Memory verse: Exodus xx. 8. 

After lunch at Cana, Nazareth is soon reached. Here the afternoon 
and night is spent. The boyhood of Jesus is a place of tenderest inter- 
est. See especially the spring and the hill (Leary 175 ei seq.). 

ID. Soldiers of the Cross: Matthew xvi. 24. 

Memory verse: Matthew xvi. 24. 

A long day's ride begins the next morning. Soon Mount Tabor 
(1800 feet) is reached. Here are some interesting ruins of Crusade days 
(Leary, 162 et seq.). Why not recall the days of the Crusades (any 
good history) especially the Children's Crusade, and give by contrast 
some better ways to be soldiers of the cross? 

11. Joseph and his brothers: Genesis xxxvii. 
Memory verse: Genesis xlv. 5. 

During the day Nain, Endor, and Shunem are visited, little Hermon 
and Gilboa are passed. Lunch is taken at Jezreel, and Engannim is 
reached by night (Leary, 161). The next forenoon early Dothan is 
reached (Leary, iS7 et seq.). The hate for Joseph was fearful, but God 
overruled. 

12. Afraid to keep a secret: 2 Kings vii. 
Memory verse: 2 Kings vii. 9. 

Samaria is reached in time for lunch. At this historic spot are 
imposing ruins and a squalid village (Leary, 154 et seq.). 



MANUAL OF GRADED BIBLE COURSES 107 

13. Reading and heeding the Bible: Joshua viii. 30-35, Matthew 
vii. 24-27. 

Memory verse: Psalms Ixix. 105. 

The night is spent at Shechem, ten miles southeast. (Leary, 149 
et seq.). In the narrow pass to the east is where Joshua read the law. 
On the lower shoulder of Mount Gerizim (2848 feet) is the Samaritan 
village and s^Tiagogue beside the ruins of their temple. Here is an oppor- 
tunity to impress Bible reading and heeding. 

14. What's in a name: Genesis xxxii. 24-32. 
Memory verse: Genesis xxxii. 306. 

The next morning the journey is continued. Two miles east is 
Jacob's Well (John iv.) (Leary, 151 ct seq.). From the top of Mount 
Gerizim the fords of the Jabbok beyond Jordan can be seen, where 
took place Jacob's great religious experience which gave him a new name 
and a new life. 

15. The boy that listened to God: 1 Samuel i-iii. 
Memory verse: 1 Samuel iii. 106. 

Shiloh is 10 miles south of Jacob's Well and 2 miles east of the 
main road. This was the home of Eli and Samuel and the resting-place 
of the ark for three hundred j'ears (Leary, 148). God speaks to many 
people who do not realize it. 

16. A famous stopping-place: Genesis xii. 8, xiii. 3-4, xxviii. To-22, 
et al. 

Memory verse: Psalms xxiii. 

Nine miles farther and past Gilgal is Bethel (3370 feet). (The house 
of God) a famous stopping-place and the home of Jacob. The house of 
the Lord is a good dwelling-place. 

17. Solomon the Temple-Builder: i Kings v-viii. 
Memory verse: 2 Corinthians vi. 16. 

The first view of Jerusalem is just south of Bethel (Leary, 91). 
Jerusalem (2500 feet) is entered in the morning. The Damascus road 
touches the city at the northeast comer, but entrance is made either 
at the Damascus Gate or at the Jaffa Gate (Leary, 16, loi). This is 
the Temple City. 

18. The saving of Isaac: Genesis xxii. 1-14. 
Memory verse: Exodus xx. 13. 

The Temple was built on Mt. Moriah, where Abraham learned that 
God was not pleased with htmian sacrifice. The Mohammedan Mosque 
of Omar now occupies the spot (Leary, 65-73). 



io8 MANUAL OF GRADED BIBLE COURSES 

19. Jesus in His Father's house: Liike ii. 
Memory verse: Ltike ii. 49 R. V. 

A visit to the Mosque of Omar will recall many Biblical incidents, 
but none more vividly than the interesting one of the boy Jesus. Natur- 
ally He would be in His Father's house. 

20. The first Good Friday and the first Easter: Last Chapters of the 
Gospels. 

Memory verse: John iii. 16. 

Among the many places of interest in Jerusalem (recoimt some of 
them) none is more interesting than the Church of the Holy Sepulcher, 
and the traditional sites of both Calvary and the tomb. Tell the story 
of the crucifixion and the resurrection. 

21. A friend in need is a friend indeed: Luke x. 25-37. 
Memory verse: Luke x. 27. 

The first side trip out of Jerusalem is to Jericho, down one day and 
back the next. The road leaves vSt. Stephen Gate, bends southward 
around the Mount of Olives and then northeast through deep gorges 
(3500 feet in 20 miles). The Good Samaritan Inn is about half-way 
down. 

22. A blessing in disguise: Luke xix. i-io. 
Memory verse: Luke xix. 10. 

Jericho (Leary, 132 et seq.) provides several good stories (see Joshua 
ii, V, 2 Kings vi. 1-17). Perhaps tell them all. The story of the short 
man is the best. 

23. Sent to baptize: Matthew iii. 
Memory verse: Matthew iii. 156. 

Six miles away is the ford of the Jordan. The story of John the 
Baptist is good, so also is " Dry Shod " (Joshua iii) (Leary, 122-13 1). 

24. The lowest spot on earth: Genesis xiii, xviii, xix. 
Memory verse: Genesis xiii. 86. 

The Dead Sea (Leary, 132-141) is 1292 feet below sea-level. Near 
hear were Sodom and Gomorrah. Tell the story of short-sighted Lot 
and his magnanimous uncle. 

25. Seeing the promised land: Deutemomy xxiv, Numbers xxx. 

Memory verse: Matthew v. 16. 

Mount Nebo, rising 2643 feet above the Dead Sea, recalls the 
stories of Moses. Perhaps that tragic one that gave him a look only at 
the promised land had best be told. Always give God the glory. 



MANUAL OF GRADED BIBLE COURSES 109 

26. The first Christmas night: Ltike ii. 
Memory verse: Ltike ii. 14. 

No one would visit Jerusalem without taking a side trip to Bethlehem 
(Leary, 16 ei seq., 39 <^^ seq.) the birthplace of Jesus and the scene of the 
story of Ruth. Tell either or both. The mountain above Bethlehem 
is 3260 teet. 

27. Hale and hearty at eighty: Numbers xiii-xiv, Joshua xiv. 
Memory verse: Joshua xiv. gb. 

Hebron 14 miles farther (Leary, 27 et seq., $1 et seq.) was the home of 
Abraham and Caleb. Tell the story of the spies. The mountain 
above Hebron is 3300 feet. 

28. The peaceful well-digger: Genesis xxvi. 12-23. 
Memory verse: Matthew v. 9. 

In imagination the trip will be extended to Beersheba, the home ot 
Isaac the Peaceful, and then on and on two hundred and fifty miles to 
Mt. Sinai (Lean^ 28). Some other time we may take a story-telling 
trip through the wilderness from Eg^^pt to Canaan, but not now. 

29. A dream that helped to change the ivorld: Acts x. 
Memory verse: Acts x. 34^. 

The trip from Jerusalem to Joppa (Jaffa) is by rail (Leary, 14). 
Before taking the boat that has come down from Haifa, recall the signi- 
ficant dream of Peter at Joppa. 

30. Running away from God: Book of Jonah. 
Memory verse: Mark xvi. 15. 

Missionaries for Nineveh, instead of bullets, did not please Jonah, 
and he tried to nm away from God by taking ship at Joppa. But a 
missionary he had to be. May we be more forttmate than was he in our 
homeward trip and better Christians on account of our story-telling 
trip to Palestine. 

SUGGESTIONS 

Considerable drill on the geography of Palestine will be interesting 
and profitable. 

The danger of this setting of Bible stories is that the trip idea will 
demoralize the story. Keep them separate. One person should do 
all the trip work. Others may tell the stories. When j^ou have led 
up to the story, forget the trip, and just tell the story. 

Leary's book " Real Palestine of To-day " ($1.00. McBride, 
Nast & Co.) is indispensable. Stewart's "The Land of Israel" 
(ReveU) is helpful. Hastings' " Bible Dictionary " and encyclopedias 
give much information. Henderson's " Palestine " (T. & T. Clark) 



no MANUAL OF GRADED BIBLE COURSES 

is very helpful. Stereopticon slides of Palestine will add interest 
and Stereoscopic Views (Underwood and Underwood, New York) 
are a great help. 

The construction of a pulp map of Palestine gives manual work, 
adds interest, and provides a valuable addition to the equipment of the 
Sunday school. Its construction is quite easy. Make a base of pulp 
board (your paperhanger has it) about 4 feet by 2J feet, three-ply 
thick. Trim with a 2 -inch riser around edge and a piece of molding 
to finish. Cut out a generous section of the top layer of board to 
furnish level for Sea of Galilee and two layers for the Dead Sea. Fasten 
the three-ply firmly together around this Jordan depression. Copper 
rivets are good. Mount Hermon will barely be included in the north- 
east comer, and Gaza and Beersheba in the southwest. The scale is 
about thirty miles to the foot horizontally, and J inch per thousand feet 
vertically. Good pulp is made from old newspapers to which has been 
added a little paste. The pulp can be added day by day as the story 
proceeds. Underwood's stereograph of the relief map of Palestine 
(No. 10852) is indispensable unless one has a relief map as a model. 



FIFTY BIBLE STORIES, WITH REFERENCES TO AUTHORS 
WHO HAVE TOLD THEM WELL 

1. How the World was Made (Genesis i. 2). 

Ref.— " World Stories Retold," by W. J. Sly, pp. n 5-1 16. 
" Tell Me a True Story," by Mary Stewart, pp. 15 f. 

2. The Great Chief (Genesis xii. i-io, Joshua xxiv. 2). 
Ref.—" Old Stories of The East," by J. Baldwin, pp. 27-30. 

" Graded Bible Stories," by Mutch, pp. 251 f. 

3. Lot and His Uncle (Genesis xiii. 1-18). 

Ref.—" The Garden of Eden," by Hodges, Chap. 3. 
Mutch, pp. 89-90. 
Sly, p. 121. 

.4. Kindness to Strangers (Genesis xviii. 1-33K 
Ref. — Baldwin, p. 31-36. 
Mutch, p. 49. 

5. Giving up Isaac (Genesis xxii. 1-24). 
Ref. — Baldwin, p. 36-39. 

6. God Caring for Ishmael (Genesis xxi. 9-21). 
Ref.— Mutch, p. 37. 



MANUAL OF GRADED BIBLE COURSES m 

7. A Devoted Servant, or Finding a Wife for Isaac (Genesis xxiv. 1-67) 
Ref. — Baldwin, pp. 39-5°- 

Hodges, Chap. 4. 
Mutch, p. 75. 
Sly, p. 122. 
Stewart, p. 38. 

8. Two Brothers Making Up (Genesis xxxi-xxxiii). 

Ref. — Junior Bible, Part I, Lesson 7 (Completely Graded Series). 
Davidson, Gladys. " The Old Test. Story Told to the 
Young," p. 61. 

9. The Boy Dreamer (Genesis xxxvii. i-io). 
Ref. — Baldwin, p. 51. 

Davidson, Chap. 9. 
Murray, p. 67 f. 
Mutch, p. 279 f. 
Stewart, p. 48. 

10. The Dry Well (Genesis xxxvii. 12-36). 
Ref. — Da\'idson, p. 70-72. 

Baldwin, p. 58. 
Murray, p. 68-71. 
Stewart, p. 53. 

11. Joseph the Trusty and His Friends (Genesis xxxix. 1-6, 20-23; 

xl. 1-23). 
Ref. — Davidson, p. 73-76. 
Murray, p. 71-74. 
Mutch, p. 282-286. 

12. The Master of Egypt (Genesis xH). 
Ref. — Baldwin, p. 67-77. 

Davidson, p. 76-79. 
Murray, p. 74-76. 
Mutch, p. 286-289. 
Stewart, p. 56. 

13. The Dreams Come True (Genesis xlii-xlvi). 
Ref. — Baldwin, p. 77-87. 

Davidson, p. 79-86. 
Murray, p. 76-87. 
Mutch, p. 289-298. 
Stewart, p. 59. 



112 MANUAL OF GRADED BIBLE COURSES 

14. The Babe in the River (Exodus ii). 
Ref. — Murray, pp. 134-144. 

Mutch, p. 30 f. 
Sly, p. 128 f. 
Stewart, p. 64. 

15. Moses the Leader (Exodus iii. 12, 34-39; xiii. 20-22). 
Ref. — Stewart, p. 68. 

16. The Birthday of a Nation (Exodus xii). 
Ref. — Mutch, p. 332. 

Murray, p. 11 4-1 23. 

17. The Boy Samuel (i Samuel i. 2; i-ii, 18-21; iii. i-io). 
Ref. — Sly, p. 130. 

Stewart, p. 82. 

18. Caleb's Scouting Party (Numbers xiii, xiv). 
Ref.— Mutch, p. 3 54-3 57- 

19. The Taking of Jericho (Joshua i, ii, v. 13-27). 

20. A Woman Who Led Her People to Victory (Judges iv. 5). 
Ref. — Baldwin, pp. 128-139. 

Mutch, pp, 385-388. 

21. Gideon's Soldiers (Judges vii. 1-8). 
Ref. — Mutch, pp. 174-175. 

22. David and His Brothers (i Samuel xvii. 17-30). 

or 
David the Shepherd Boy (i Samuel xvii. 34-37). 
Ref.— Mutch, p. i26f. 
Stewart, p. 91. 

23. David and the Giant (i Samuel xvii). 
Ref. — Murray, pp. 52-61. 

Mutch, p. 127 f. 
Stewart, p. 100. 
Cragin, " Old Testament Stories," pp. 73-78. 

24. A Prince who Loved a Rival (i, Samuel xviii. 1-4; xix, 1-7 

XX. 32-42). 
Ref. — Mutch, pp. 129-130, 132. 
Sly, p. 135. 
Cragin, pp. 87-92. 

25. The Great Ship (Genesis vi. 5-22, vii. 1-8, 19). 
Ref.— Hodges, Chap, on " Noah's Ark." 

Murray, pp. 22-28. 
Mutch, pp. 1 5 5-1 5 7' 



MANUAL OF GRADED BIBLE COURSES 113 

26. The Bow of Promise (Genesis viii. 20-ix. 19). 
Ref. — Mutch, pp. 157-159. 

Sly, p. 119. 
Stewart, p. 27. 

27. The Prophet Who Warned a King (i Kings xvi. 23-xvii. 24). 
Ref. — Cragin, pp. 1 46-151. 

Jvinior Bible, 2d Year, Lesson 49. 
Mutch, pp. 430-431- 

28. A Man Who Stood Alone for God (i Kings xviii). 
Ref. — Cragin, pp. 161-169. 

Junior Bible, 2d Year, Lesson 50. 
Murray, pp. 1 61-166. 
Mutch, pp. 431-433- 

29. Job in Trouble (Job ii. 7-13). 
Ref. — Mutch, pp. 133, 134. 

30. Job's Happy Days (Job xlii. 7-15). 
Ref.— Mutch, p. 134, 135. 

SI- A Little Captive Maid Who Helped Her Master (2 Kings v). 
Ref. — Murray, pp. 144-153. 
Mutch, pp. 192-195. 
Sly, p. 141. 

32. The Devoted Daughter-in-Law (Ruth). 
Ref. — Murray, pp. 95-104. 

Mutch, pp. 79-83. 
Sly, p. 131. 
Stewart, p. 87. 

33. M order ai and His Cousin (Esther), 
Ref. — Murray, pp. 104-114. 

Mutch, pp. 237-248. 
Sly, p. 147. 

34. The First Christmas Day (Luke ii). 
Ref. — Sly, p. 150. 

Stewart, p. 150. 

35. The Visit of the Wise Men (Matthew ii. 1-12). 
Ref. — Sly, p. 151. 

Stewart, p. 153. 

36. The Little Boy Jesus (Matthew ii. 1-12, 19-23; Luke ii. 40-52). 
Ref. — Mutch, pp. 464, 465. 

Sly, p. 152. 
Stewart, p. 162. 



114 MANUAL OF GRADED BIBLE COURSES 

37. Respect Jor God's House (John ii. 13-16, Matthew xxi. 12-15). 
Ref. — Mutch, pp. 55, 56, 472, or Sly, p. 129. 

38. Jesus Going to Church (Luke iv. 14-18). 
Ref.— Mutch, p. 56. 

39. Jesus the Carpenter (Mark vi. 3, Luke iv. 31-41). 
Ref.— Sly, p. 157- 

Stewart, p. 166. 

40. The Children's Friend (Matthew xix. 13-15). . 
Ref. — Sly, p. 161. 

Stewart, p. 177. 

41. Through the Roof to the Doctor (Mark ii). 
Ref.- — -Murray, pp. 129-134. 

42. A Boy's Lunch Basket (John vi. 1-14). 
Ref.— Mutch, p. 36. 

Sly, p. 164. 
Stewart, p. 207. 

43. The Good Samaritan (Liike x. 25-37). 
Ref.— Mutch, p. 71. 

Sly, p. 167. 
Stewart, p. 217. 

44. The Prodigal Son (Luke xv). 
Ref. — Mutch, p. 100. 

Stewart, p. 193. 

45. The Dwarf in the Mulberry Tree (Lvike xix). 
Ref. — Mutch, pp. 43, 226. 

Sly, p. 166. 

46. The Cripple at the Beautiftil Gate (Acts v. i-io). 
Ref.— Mutch, p. 59. 

Sly, p. 174. 

47. The Triumphal Parade (Mark xi. i-ii). 

48. The First Easter Day (John xix. 25-27, xx). 
Ref. — vSly, p. 172. 

Stewart, p. 227. 

49. A Famous Shipwreck (Acts xxi). 
Ref. Murray, p. 166-174. 

Sly, p. 177. 

50. The Runaway Slave (Philemon). 
Ref. — Mutch, p. 73. 

Murray, pp. 197-205. 
Sly, p. 179. 



MANUAL OF GRADED BIBLE COURSES 115 



HEALTH SUGGESTIONS AND FIRST-AID LESSONS 

" Know ye not that ye are the temple of God, and that the spirit of God dwelleth 
in you? " i Corinthians iii. i6. 

There is no asset so valuable as good health for boys and girls and for 
men and women. Many of the laws given by Moses to the children of 
Israel were undoubtedly health regulations. 

The buoyance of childhood, the enthusiasm of youth, the ambition 
of adolescence, result largely from good health. The ability to think 
right, both concerning things present and things to come, depends very 
much on the condition of one's health. This is the reason for pre- 
senting these health talks in conjunction with a series of Bible stories. 
We believe Bible truth will find a more permanent lodgment in the heart 
and mind of a healthy boy or girl. It is difficult to teach a boy or 
girl to pray reverently, " Create in me a clean heart, O God," if he or 
she has never learned the real value of clean hands, clean nose, and 
clean face. " Cleanliness is indeed next to godliness." 

KEEPING THE HOUSE CLEAN 
HOUSES ARE MADE DIRTY BY 

1. Dust. 

What is dust ? Dust contains finely divided particles of dead matter 
in which are myriads of genns. 

2. Untidy children in the house. 

3. Bugs, cockroaches, and flies. 

4. Poor ventilation in (a) Sleeping-rooms. 

(b) Living-rooms. 

(c) Toilet rooms. 

HOW TO KEEP THE HOUSE CLEAN 

1. By keeping the dust out. 

(a) It is necessary to sweep under the bed, under tables, in the 

comers. Dust gathers most in these out-of-the-way places. 

It is just as dangerous to have dust under the bed as to 

have it on the dining-room table. 
(6) The dusting-rag should be used, and one should go over all 

the furniture in living-rooms every day and wipe it off. 

Once every week unused places should be cleaned out. 

2. Children can help keep the house clean by being tidy. 
(a) They should have a place to hang their clothing. 

(6) They shouJd be careful about making dirt for mother to clean 
up. 



ii6 MANUAL OF GRADED BIBLE COURSES 

(c) They shoiild not spit on the floor, 

(d) They shoiald keep books and playthings in their proper place. 

" A place for everything and everything in its place." 

3. Bugs, cockroaches, and flies. 

These are all dangerous, as they are known to carry disease 
from one person to another. 

(a) Bedbugs. They live in the cracks in the bedstead, under the 
wall-paper, and in the little crevices of the mattress. Kero- 
sene oil poured in the cracks of the bedstead and along the 
slat boards will kill or drive away the bugs. This should 
be repeated five or six times for a couple of weeks. The 
bedding shotdd be aired daily. 

(6) Cockroaches. These only live in damp places. If there are 
such places, they should be made dry. Leaks should be 
stopped up. Chlorid of lime should be sprinkled in all 
damp places. Powdered borax should be placed where 
cockroaches go into cracks, etc. 

(c) Flies. These are very dangerous, as they come directly from 
a sick room near by and fly in on the dinner-table and leave 
the germs that they got at the sick room on the meat and 
vegetables. Flies should be kept out by screens of various 
kinds. They may be kept away by keeping the rooms 
darkened. Garbage should be covered up, as it attracts 
them. 

4. Ventilation. 

(a) Sleeping-room. This room should be carefully arranged. 
The windows shotdd be lowered from the top and raised 
from the bottom. The inside doors should be kept open. 
On rising, the bedding shoiald be placed by the window and 
aired for at least half an hour. The bed should not be made 
as soon as its occupant gets up. The room, during the day, 
after being thoroughly aired and sunned, should be shaded, 
so that it will be cool in the evening for sleeping. 

(6) The living-rooms. These rooms shoiald be kept wide open and 
well aired. Various experiments should be tried to find 
the way in which the air circialates best. 

(c) Toilet-room. This should be kept dry and as well ventilated 
as possible. A pail of lime water shooild be in every toilet, 
and the bowl should be flushed with it at least once every 
day. Dry lime may be sprinkled in comers, if the room 
is not perfectly dry. Toilet rooms shooild never be dark, 
sianless rooms. 



MANUAL OF GRADED BIBLE COURSES 117 

KEEPING THE BODY (tHE SKIn) CLEAN 

The children already have been taught the uses of the skin in the 
public schools. Some questions will reveal the extent of this knowledge. 

Four chief tises of the skin: 

1. Protection and beauty. 

2. Contains the organs of touch. 

3. Heat regulation. 

4. Excretion. 

Why keep the body clean: 

1. So that it may act well as a protection. The skin should be kept 
as free from cuts and scratches as possible. Every break in the skin is 
like a door left open for a thief to come in and steal the health. If 
dirty, it becomes unhealthy, diseased, and cannot act as a protection. 

2. Because it contains the touch organs. Speak of Helen Keller 
and what she has been able to learn through her skin. Many businesses 
reqviire a delicacy of touch. Sewing with silk requires smooth finger- 
tips and hands. 

3. Unless the skin is clean, it cannot carry on heat regulation, which 
protects us from stmstroke and heat prostration and many other 
sicknesses. 

4. In order that proper excretion may take place. The skin may 
be Hkened to a sewer system. It is estimated that the skin contains so 
many little ducts, that, if they were placed end to end, they wovdd 
reach 28 miles. There are thousands of little canals, and they carry 
water and many other things away from the body, which, if retained, 
will cause sickness. We must bathe in order that these ducts may be 
kept open, and that the refuse that they potir out on the skin may be 
cleared off. 

How to keep the body clean: 

1 . The face : This is one part that people judge by. It is the part 
upon which the little canals pour out their refuse, largely an oily sub- 
stance. It should be washed at least twice every day, once with warm 
water and soap to cleanse it, once with cold water for invigoration. 
Will soap hurt the face ? Will cold water hurt the complexion ? Should 
one steam the face? 

2 . The hands : They are another part by which people judge. It 
is a tremendous problem to the average boy. A combination which will 
win is water, soap, hand scrub, and pride. The first three are easy; 
the problem is to obtain the fourth. It is necessary to prove that it 
is worth while. 

Keep the hands soft. A Httle glycerin rubbed on after washing 
will keep them nice and soft. 



ii8 MANUAL OP GRADED BIBLE COURSES 

3. The nails: The faciUty with which they take up dirt is remark- 
able. If the finger-nails are not necessary for work they should be cut 
short. If necessary to have the nails long, clean them often; this can 
be done with some blunt instnmient that will not injxire and tear the 
skin under the nail. 

4. The hair : Every one should take pride in her hair. Its purpose 
is to adorn the person as well as to offer protection against bumps 
and against change of temperature. It is like a great forest of count- 
less trees. Each tree has soil to grow in, and it depends on this soil 
whether the forest remains. 

A brush with not too stiff bristles and a comb with dull teeth should 
be used. Shampooing the hair is a good practice. The main object 
is to keep the skin clean and loose over the scalp. The scalp sheds its 
skin in flakes which we call dandruff. The hair shoiild be brushed imtil 
no dandruff comes out, but not tintil the scalp feels sore. 

5. The body: Kinds of baths. 

(o) Cold in the morning to refresh one. The habit is a good 

one and wards off colds. 
(&) Warm bath at night for weariness, muscle pain, nervousness, 

cramps, and sleeplessness. 

(c) A sponge bath. Available for every one. 

(d) Sea baths, best time just before meals or three hours after 

meals. It is not well to stay in when the finger-tips get 
blue and the teeth chatter. 

EYES 

Importance of the eyes: 

The farther we see, the wider is our world. A near-sighted person 
has a small world. 

Care of our eyes: 

Most injury comes to the eyes from using them improperly. 
Reading without a good light, in the evening before lamp is lighted, by a 
flickering gas-jet, on moving trains and street-cars, is bad. Reading for 
more than two hours without giving eyes a rest is bad. Too strong a 
light should be shaded. Light should come from over either shoulder, 
never from directly in front. Try various positions till you get one 
where the light will not shimmer on the page. If when you waken 
in the morning your eyes water or feel stiff, something is wrong. 

If there is trouble with the eyes, the first thing is to stop using them 
much or to secure a better light. An eye-wash of boric acid is one of the 
best things. It should be dropped in three times a day. The eyes 
should not be washed with warm water, it does not strengthen them. 
Cold applications will greatly relieve inflammation. - 



MANUAL OF GRADED BIBLE COURSES 119 

Black eye: 

This means that blood has settled in the soft tissues about the eye. 
Put on cold application to stop blood ; twelve hours later put on hot 
applications to absorb blood. 

Foreign bodies in the eye: 

The best thing is to wink a number of times. Pressing with the 
finger imbeds the particles in the soft lining. 

If winking gives no relief, then the upper lid may be pulled down 
over the lower. The eye shotdd be gently stroked toward the inner 
angle. 

If great pain comes from the presence of a foreign body, very cold 
applications may be applied, and the doctor's aid sought. 



External injuries: 

The ear is a hard organ to keep clean, as it has many creases. 

If it is frost-bitten, rub it with snow and it will thaw gradually. 

If foreign bodies get in the ear, the head should be tipped to one side. 
The ear should be pulled outward, upward, and backward. Rub in 
front of the ear. Open and close mouth often. If these methods fail, 
a doctor's aid should be invoked, as much damage comes from insert- 
ing various instruments into the ear. A live insect, continually buzzing, 
gives a most agonizing sensation. To stop this, pour into the ear some 
olive oil or water from a teaspoon. 

Internal injuries: 

Ear-wax is a natural product, but naturally disposed of if every- 
thing is normal. Nature has her own method of passing it out. It 
is dangerous to use a toothpick, hairpin, or lead pencil. It is not 
necessary to fill the ear with water when washing. 

In case of earache, do not put the core of a hot, boiled onion in the 
ear. Do not pour in hot water. Heat is a good remedy, but not 
applied thus. It is best to apply heat in form of a hot-water bottle 
or by gently pouring water into the ear, allowing it to flow out at once. 
After washing it should be dried with cotton and plugged up. 

NOSE 

This is an important organ, for it warms and moistens the air we 
breathe, and removes much dust from the air. 

Clean externally: 

It is a very bad thing for a child to have an unclean nose; it is as 

bad as dirtv hands. 



120 MANUAL OF GRADED BIBLE COURSES 

Clean internally: 

So that air may pass through. If the nose is clogged up, boys and 
girls become mouth-breathers, and thus breathe in many germs which 
would not get in through the nose, and contract such diseases as pneu- 
monia, influenza, tuberculosis. 

If the nose is not clean internally, a very bad odor comes from the 
breath. 

Care oj the nose: 

1 . It should never be closely held by a handkerchief and blown. 

2. Water shovdd not be snioffed up with force. 

3. One should not pick at the nose. It is the cause of nose-bleeds, 
and is a bad habit. 

4. A spray of boric acid will often clear up a mild catarrh. 

5. A little vaseline will dissolve the crusts which collect and keep the 
child from picking at the nose. 



THE MOUTH 

The tongue: 
It is a good indicator. 

If coated it means a disordered digestion, as does also a bad taste 
in the mouth. 

Foul breath: 

This may come from the nose, an tmclean tongue, and tonsils, 
or decaying teeth. 

Thumb-sucking is a bad habit, as it deforms the bones and gives 
an idiotic appearance to a child, 

TEETH 

Their proper use: 

They are to chew food, not to act as a hammer for cracking nuts, or as 
a pair of scissors for cutting things. They are not meant for chewing 
gum. Teeth are worn out by this habit. They should be kept clean. 
If not, they give a bad odor to the breath; they become decayed by the 
action of germs which grow on pieces of food caught between the 
teeth. 

Care of teeth: 

They should be brushed regularly after meals with a good bristle 
brush, with either plain water or tooth-powder. 

The mouth should be rinsed, and may be sprayed with boric acid. 



MANUAL OF GRADED BIBLE COURSES 121 

EATING CLEAN FOOD AND EATING IT PROPERLY 

In general: 

Food gives notuishment to the body. In order that the body may 
grow, and that boys and girls may become men and women, they must 
eat food. 

Clean food will help to make healthy, clean boys and girls. 

How foods become unclean: 

Foods spoil if not properly taken care of. 

1. Milk sours, fruit decays, bread mildews, meat becomes tainted, 
all because certain germs grow in these foods when exposed to the air 
in warm rooms. The reason they don't spoil in the refrigerator or ice- 
box is because the temperature is so cold that the germs will not grow 
in it. 

2. Foods also become unclean by coming in contact with flies. Flies 
carry disease from some sick-room and give it to you by leaving the 
disease germs for you to eat. Typhoid fever is given in this way. 

3. Certain foods are unclean, because they are eaten uncooked, and 
the germs originally on them when growing on land or water have not 
been killed by the cooking. For example, oysters, clams, lettuce, 
celery. 

How to keep the food clean: 

An ice-box is necessary, or the food should be bought shortly before 
cooking from some grocer or butcher who keeps it on ice. This should 
be done particularly with meat and milk. 

2. Bread should be kept in a dry place, preferably a jar or tin box. 
Dampness causes it to become moldy. Dryness never hvirts it. 

3. All the food should be kept covered and away from flies. 

4. All foods should be cooked particularly during summer, as this 
is the time of typhoid fever, and cooking kills the germs. All water 
for drinking should be boiled during the summer. 

Kind of food: 

Less food is required in summer than in winter, as there is less neces- 
sity for heat-production. Therefore sweets and fats, which are the 
best heat-producers, should be limited during the svimmer. 

1. For babies under one year, milk, properly diluted with boiled 
water and lime-water. The doctor shoiild determine this. 

2. For children from one to ten, milk, oatmeal, cereals of all kinds, 
bread, potatoes, cooked fruits, eggs (soft boiled), meat once a day. They 
should be given no tea, no coffee, no beer. 

How to eat food properly: 

1 . Meals should be regular. 

2. Meals should not be hurried. 



122 MANUAL OF GRADED BIBLE COURSES 

3. The food should be properly chewed. 

4. Moderation in eating should be exercised. 

5. Food shovdd not be eaten before going to bed. 

6. Table manners should be observed. 

HOW TO KEEP THE LUNGS CLEAN 

Mechanism of breathing: 

1. Air and blood come close together. 

2. More air, better blood. 

3. The Itmg is like a great surf ace ; if spread out it would cover many 
square yards. 

Lungs get dirty: 

1. By breathing air containing dust, bacilli in dust, tobacco smoke, 
or too little oxygen. 

2. By the chest becoming deformed (round shoulders, chicken 
breast), so that the lung cannot work. 

How to keep the lungs clean: 
I . Nature's method. 

(a) Air as it is breathed is warmed, moistened, purified. 

(6) If anything gets in the bronchi, it is brought back to the throat 
or is gathered up and deposited in storehouses (glands). 

(c) If too much gets in to be carried away, or if our body is too 
weak to supply these white blood-cell workers, then it 
remains in the lungs, and we get diseases, like pnetimonia, 
influenza, tuberculosis. 

How to help nature keep our lungs clean: 

1. A good chest capacity shovdd be developed. 

2. Plenty of good air should be breathed in. 

3. Dust should be avoided as much as possible. Dust carries 
germs. Speak about spitting signs. 

4. Air shotild be breathed through the nose. 

Demonstration of chest gymnastics: 
I. Deep-breathing exercises. 
.2 . Extra muscular movements. 
(o) Back of hands over heads. 

(b) Fist in armpits. 

TAKING CARE OF THE SICK AT HOME 

Boys and girls may become little muses. 

What to do for the sick: 

The best room in the house, even if it is the parlor, should be given 
them. A good room for the sick should be: 



MANUAL OF GRADED BIBLE COURSES 123 

(a) Sunny. 

(6) Easily ventilated. 

(c) Easily cleaned after the person becomes well. This means 
that there should be but little furniture in the room, 
few hangings, no books, or other material that will spoil 
when the room is fumigated. 

2. A good bed should be arranged. The best bed is a spring bed with 
a mattress. A feather bed is not good for a sick person. Bedding should 
be clean. Sheets should be changed often. A sick person should have 
a bedroom alone. 

3. The sick-room should be kept quiet. The children can help 
here very much. Doors should not be slammed; no loud talking, no 
quarrels should take place. If it is mother who is sick, the children 
should not bother her with their troubles. 

4. The sick one should have some one near who can do little things. 
Here is where boys and girls can become real nurses. They can run 
errands, give drinking water, and often pour out medicines; at any 
rate they can watch the clock, so that medicine will be taken on time. 

5. Sick children like to be read to. Children can read stories. The 
sick shotdd be given time for napping during the day. 

6. The sick-room should be kept tidy. Every day it should be 
thoroughly ventilated. If persons can be moved, they should go to 
another room while their room is swept and aired. 

7. If the person is able, some time every day should be spent in 
the stinshine in the park or on the roof. 

8. All the things from the sick-room shoiild be carefully sterilized 
by use of milk of lime or five per cent, carbolic. If the person coughs 
much, the sputum should be collected in a spit-cup and afterward 
steriHzed with milk of lime, or this may be coughed on clean rags, and 
these rags bvimed up. 

9. The sick-room should be made as cheerful as possible. Those 
who are well should bring only good news there. Every person who 
enters should be Hke a sunbeam, carrying a cheerfvd and courageous 
heart. 

DEMONSTRATION 
WHAT TO DO BEFORE THE DOCTOR COMES 

Injuries where the skin is not broken: 

These are the most simple and least dangerous. The most common 
causes are 

1. Pinching fingers and toes in doors. 

2. Pounding finger instead of tack or nail. 

3 . Bumps caused by falling. 



124 MANUAL OF GRADED BIBLE COURSES 

Treatment: 

Cold applications; that is, cold water or cracked ice will be enough. 
Sometimes rubbing of the part will prevent the blood settling and 
producing black-and-blue marks. 

Injuries where the skin is broken: 

These should always be taken seriously, as they may at any time 
become the source of a dangerous condition known as blood-poisoning. 
Two important elements enter into an injury which opens the skin. 

1. Kindofwoimd. i. Superficial (skin barked). 

2. Pin-pricks (small external opening). 

3. Cuts by glass or tin (glass left in cut). 

2. Condition of instnmient producing wound. Was it clean or 
dirty? 

Every article not specially boiled or passed through fire is, from a 
surgeon's point of view, dirty. Hence most wounds are dirty, or, as 
we say, septic. The skin is always more or less septic, hence a wound 
received in the ordinary course of events is always septic. On this 
fact aU treatment depends. 

Treatment: 

A good rule is to consider every wound septic and act accordingly. 
Treatment is therefore directed to killing the germs (aseptic treatment) 
or stopping their growth (antiseptic treatment). 

A r.oncrete case; a sore finger: 

If, for instance, the finger has been cut with a common jackknif e : 

1. Wash it with soap and water. 

2. Swab it out carefully and thoroughly with boric acid solution 
(saturated solution made by adding boric acid to water, till no more 
will dissolve and some is left in the bottom). 

3 . Bandage it snugly, taking care to get the edges exactly approxi- 
mated. If you have made the wound clean, you will get what is called 
primary healing, and no scar will be left. This is called a " dry 
dressing." 

Another case; infection: 

If any sore shows the following characteristics, it is considered 
infected: heat, pain, swelling, and redness. The steps in treatment 
are the same as above for i and 2, but the third step differs in this 
wise: 3. After carefully washing the part and swabbing out, soak a 
small pad of gauze in boric-acid solution, squeeze it so it will not drip, 
put this over the injury, and bind on loosely with a gauze bandage. 
This is called a " wet dressing." It should be kept wet throughout 
the day by occasionally pouring on some boric-acid solution. 



MANUAL OF GRADED BIBLE COURSES 125 

Burns: 

Three degrees. The most common one is from steam, or from 
contact with something about the stove while cooking. If only a red- 
dening of the sldn is produced, home treatment is applicable, but 
should bUsters covering a considerable area occur, it requires a doctor's 
care. 

Treatment: 

1. Take a teaspoonful of baking soda to a pint of water, 

2. When it is dissolved, apply it to the burned siirface. 

3. Cover the part and keep away from the air. 

Dry baking soda might be spread over the bum if it is a small one, 
and a moist cloth immediately put over it. 

In case clothing catches fire, and a severe bum results, 

1. Smother the fire either by a blanket or bed quilt. 

2. When the fire is completely extinguished, the person should be 
wrapped up in a blanket and placed where there is plenty of air. 

The clothing should not be removed if it sticks to the patient. 
This should be left to the doctor to do, as it is important to preserve in 
place as much skin as possible. 

Demonstration of bandaging: 

1 . For the finger. 

2. For the hand. 

3. For the elbow. 

4. For the toes. 

5. For the foot. 

Poisoning: 
I. Gas: 

Many persons lose their lives accidentally by not properly attending 
to gas-jets. 

(a) By slow leak: A small amotmt may escape, just enough to 
remind you that gas is escaping. If this continues over a long period, 
a person will become white, bloodless, short of breath, and very weak. 
To avoid this slow form of poisoning, care should be given to the gas- 
jets and rubber tubing. Much gas escapes from leaks in the rubber 
tubing leading to lamps or stoves. Gas stoves are very injurious to 
health. 

(b) By fast leak : Very dangerous, because one is not aware of being 
poisoned, but drops off into a deep sleep and gradually becomes imcon- 
sdous. Usually occurs 

(i) Because of carelessness in forgetting to light gas after turn- 
ing it on. 



126 MANUAL OF GRADED BIBLE COURSES 

(2) Because of carelessness in turning gas off. This is particu- 
larly true when the thumb-screws are loose. 

(3) Lights are left burning low, and a draft of wind blows them 

out, or the gas is shut off momentarily from headquarters 
and again ttimed on. 

Suggestions for prevention: 

(o) Be sure to light every jet turned on. 

(b) Keep the thtimb-screws tight. 

(c) Don't leave a jet burning low where breeze will blow it out. 

(d) Follow gas company's instructions when gas is turned off. 

(e) If you smell gas, don't give up till you find the leak, even if the 
whole house must be aroused. 

In case of actual poisoning: 

Usually discovered early in morning. Some early risers will smell 
gas when they go out into the hall. Janitor should be svimmoned at 
once, and entrance gained to room from which gas is escaping; the 
person is usually found unconscious. Turn off the gas. An aijibulance 
should be summoned immediately. To summon an ambulance go to 
nearest telephone, call police headquarters and give name and address 
of sick person. There is no expense for telephoning in such a case. 
Children should not crowd around the ambulance when it comes, as the 
doctor needs all the room possible and is always in a hurry. While 
the ambtilance is coming, the windows should be opened, and the 
person carried into a room with plenty of good, pure air and kept in 
horizontal position. Clothing should be loosened. If breathing is very 
slow, artificial respiration should be undertaken and person fanned 
vigorously. Strong coffee should be given to drink or by injection. 
Alternate warm and cold water may be dashed over head and chest. 
Ammonia or hartshorn should be held to the nose occasionally. 

2. Sewer gas: 

Comes from iniperfect plumbing, or pipes may be stopped up. 
Never permit this condition to continue. If sewer-gas odor is found, 
report it to health department. It is very dangerous, as health is 
undermined gradually. 

3. Alcohol: 

Poison is fotmd in beer, whisky, gin, brandy, wine, cider. This is 
another gradual poison, and no one can tell just when dangerous con- 
ditions are being produced in the body. About twenty definite 
diseases are attributed to the action of alcohol. There is no part of 
the body which may not be affected, but the nervous system is most 
susceptible. The eye is bleared; the nose is reddened; the face is 
bloated; the hand trembles; the legs are unsteady; the abdomen is 



MANUAL OF GRADED BIBLE COURSES 127 

enlarged; the heart is weak; the brain is softened and wet; the mind 
is confused; persons often become permanently insane. The hver, 
kidneys, and stomach refuse to do their work; food is not desired; 
and there is a great craving for alcohol. 

It affects children more than adults, particularly drinking beer. 

The rule should be, in such cases : Touch not, taste not, handle not. 
If you have already touched, tasted, and handled, agree with yourself 
never to taste again, for any one who does so is liable to any of the 
twenty diseases that alcohol produces. 

4. Tobacco: 

It is a slow poison. This poison affects the heart, causing it 
to beat irregularly; it also makes the person nervous, producing 
" tobacco heart." It also has a selective action on the eyes, causing 
color blindness, so that boys and men such as railroad men, sailors, 
dry-goods clerks, painters, whose work requires them to distinguish 
colors, can no longer keep their jobs, because they cannot see the 
right colors. Tobacco also affects the lungs and makes them more 
susceptible to other diseases such as tuberculosis, and pneumonia. 

Besides the injury to health, the tobacco habit is a filthy and costly 
one, partictdarly that of chewing tobacco. The breath is offensive; the 
mouth is unclean; the teeth are dirty. 

Certain chewing tobacco is mixed with molasses and opium. Cigar- 
ettes are most dangerous, because they are often adulterated with 
opium. Every cigarette smoked is like driving a nail into your own 
coffin. It looks like a harmless little thing, but within the wrapper 
is poison to the heart, eyes, lungs, and nerv^es, and if used long enough, 
these organs will surely be poisoned. 

Drowning: 

Many accidents occiir every day. 

Preliminary: 

Nearly every animal can swim if forced to, but man is most helpless 
if not previously trained. Boys and girls should learn to swim. They 
shoiild never go out into deep water unless other good swimmers are 
with them, and then shoiald keep within life-lines. 

Accidental drowning: 

This occurs most often to those who go in swimming in dangerous 
places, in deep water or swift currents, or to those who go in after eating 
or when tired out. A cramp seizes the swimmer, and being unable to 
swim, he sinks. 

What to do in case a companion bather calls for help: 
I . Get something to him that he can grasp. This may be a board 



128 MANUAL OF GRADED BIBLE COURSES 

a rope, a life-preserver. If several boys are present, one shovtld ran for 
help, while others rescue the drowning one. One should never jtimp 
into water to save another unless he can swim. 

2. The body will usually go down once and then come up of its 
own accord because of air in the lungs. The swimmer should be on the 
spot, and if the body does not come up at once, he should dive for it. 
The best place to seize a drowning person is by the hair. Keep him 
from grasping you about the neck, as he will choke you, and you will 
both go down. He should be brought to land. 

3. Loosen clothing about the breast. 

4. Then drain water from stomach and lungs. 

S- Then begin artificial breathing, While one is doing the arti- 
ficial breathing, others should strip off the clothing and rub the body 
vigorously. 

6. Dry, wrap in warm blankets, and put hot water-bags or bottles 
about him. Hot bricks or stones, or hot sand-bags made from shirt- 
sleeves, may be used. 

Perform artificial respiration for several hours by relays before 
giving up. 

Demonstration of artificial respiration. 

Bleeding: 

1. Capillary: 

The kind noticed when the skin is barked, and a pale, straw-colored 
senmi exudes. Of no importance except as a doorway of infection. 
A firm bandage should be put on to stop bleeding by pressure. 

2. Venous: More important. It is the kind most often met with. 
The color of the blood is a darker hue, and the flow is in form of an oozing. 
If the wound is small, pressure should be made directly over the 
wound. If it is a large wound and there is much bleeding, pressure 
should be made below wound — further from the heart. 

3. Arterial: Very important and should demand immediate action. 
The color of the blood is bright red, and it comes in spurts, with each 
heart-beat. 

Small arteries may be stopped by direct pressiu-e till blood coagu- 
lates. If the artery be a large one, pressiire should be made above 
woimd — nearer the heart. 

Treatment: How to stop bleeding (in general) : 

1. By pressure applied either on or below or above the point of 
bleeding. 

2. By application of drugs known as hemostatics. 

3. By application of heat or cold. Cold contracts blood-vessels. 
Very warm water is helpful. 

The most useful method is by applying pressure. 



MANUAL OF GRADED BIBLE COURSES 129 

4. Drugs: Alum is a good thing to stop small hemorrhages. Bar- 
bers use it. An old remedy is a spider's web, but that is usually too 
dirty or not available. Vinegar will often stop it. Gelatin also. 
Nose-bleed can be stopped by putting something under the upper 
lip, or by pressure tmder the jaws, washing with cold water, or by a piece 
of ice on the back of the neck. 

Demonstration of qmck methods of stopping bleeding with hands, 
handkerchiefs, ropes. 

Run-over accidents: i. The person should be kept lying flat. 
If necessary to move him, put him on a stretcher made out of a board. 

2. Never touch any wotmds or return any loops of intestines which 
may come out through wotmds. 

Unconsciousness: It is a common thing for people to lose conscious- 
ness. This condition requires the presence of the doctor, but much can 
be done while he is coming. 

1. Fainting: 

(a) Patient needs air. 

This is best secured by opening the windows, by fanning the 
person, or by giving him plenty of room. 

(b) Position of Patient: 

He should be placed on his back, with arms at the side. 
' Friends should not crowd around. Leave the patient just 

where he falls unless it is in the sunshine, in which case he 
should be carried to a shady place. 

(c) Cold water may be sprinkled on the face, or it may be bathed 

in cold water. Strong smelling-salts should be held at 
the nose, or ammonia may be inhaled. After vigorous 
fanning and stimulation by water, ammonia, etc., the 
patient, if only in a faint, will be all right in five or ten 
minutes. 

2. Sunstroke: 

If above things fail to bring patient back to consciousness, and there 
is reason to believe it to be svmstroke. 

(a) Sponge baths in ice-cold water should at once be given, and 

continued till the doctor comes. 
(i>) A piece of ice should be crushed, put in a towel, and placed 
on the head. 

3. If unconscious for other reasons: 

Never conclude that a man is drvink if you smell liquor on his breath. 
He may have fallen down and f ractvu-ed his skull or he may have a stroke 
of apoplexy. 



T30 MANUAL OF GRADED BIBLE COURSES 

In either case the man should be given olenty of air, placed on his 
back, and fanned till the doctor comes. 



DANGER ON LAND OR WATER 
DANGER ON LAND 

Fire: 

The fire-escapes shovdd never be blocked up. Children should never 
play with matches. Gasolene should never be kept in a room where 
there is a stove. Clothing should not be hung near gas-jets. 

1. Every boy or girl should know the nearest fire-alarm comer, 
but the alarm should never be rung unless there is an actual fire. 

2. Know beforehand just which is the easiest and shortest way to 
the ground. Have two ways in mind in case one is blocked. 

3. Always see that all in the house are awake and that the weak 
and aged and babies are helped. 

4. Every fire starts from a small beginning and can be extinguished 
by any boy or girl. A fire is most easily smothered. Take oxygen 
away, and fire cannot bum. Therefore throw a blanket or a quilt over 
the beginning flame. Water is the next best method. Always send in 
an alarm at once, and then do your best to put out the fire. 

DANGER ON WATER 

Accidents on boats: 

When going on board, always look about and see where the life- 
preservers are kept. Think what would be necessary to do to get one. 
They are usually placed overhead, and are held up by tiny slats, which 
are tacked on very lightly, and these slats can be pvdled off by any boy 
or girl, and the preservers will fall to the deck. 

1. A life-preserver should go around the breast just below the arms. 
Life-preservers are all one size, so do not try to pick out a boy's size, 
but take the first one you get. The cork part is held in place by 
shoulder-straps, also by a belt which encircles the outside of the 
cork casing. The only thing to tie is the belt, and it should be tied in a 
hard knot. 

2. After the life-preserver is on, the small boats are lowered. 
You must obey the captain. He will tell you when to put on the life- 
preserver, also when to get into the small boats. Here is the place 
for unselfish conduct. Do not overcrowd the small boats, or all will 
be lost. 

3. In case you cannot get into the small boat but have a life-pre- 
server, and the boat is sinking or is on fire, see that the cord is tied 
tight, get to the edge of the boat, and sHp off into the water. The 
life-preserver will hold your head up in the water, provided you keep 



MANUAL OF GRADED BIBLE COURSES 131 

it under your arms. Paddle to land. Take long breaths, with head 
high out of water; keep kicking and paddling. This will keep you 
warm. 

HABIT AND HEALTH TALKS ^ 

SUBJECTS AND SUGGESTIONS 

1. Our country's flag {patriotism): 

Tell the story of the making of the flag. 

Significance of the colors: " Red, white, and blue, strong, pure, and 
true." 

Reverence for the flag. Salute. 
Children sing " America." 

2. Freedom {civic): 

The policeman is your friend. He sees that you get your rights. 
Takes care of lost children. 

Traffic officer is to protect the lives of those on the streets. He gives 
each fellow his turn. 

3. Respect Jot the rights of others {civic): 

Other people have rights on the street, in the workroom, at home. 
Maud Lindsay's story about a garden in " The Story-Teller." 

4. Our duty in time of war {patriotism and economy): 

Waste no food, eat only what is needed. Help your mother with 
her work, so she may make bandages and bags; aixi help father with the 
garden. Then you are helping Uncle Sam. 

5. A talk on germs {hygiene): 

A germ is a tiny thing, so small that no naked eye can see it. A 
microscope makes it look many times larger than it really is. 

Germs are everywhere, on our skin, in our mouths, under our 
finger nails, in all the raw food we eat. You cannot think of a place 
where they are not, except where they have been carefully killed by 
heating or some other method. 

Some are good germs, the friends of man; they help to 
keep him well and strong. Others are man's worst enemy. God 
put them both in the world to do a special work. It is the business of 
good germs to feed upon and destroy dead things. If it were not for 
these little fellows, all the dead plants and dead animals would be lying 
about the world; there would be no room for the living plants, animals 
and people. But the sad part is that germs sometimes attack 

'Teachers are advised to select from the following topics such as appear to be best suited to 
the needs of the children under their care. 



132 MANUAL OF GRADED BIBLE COURSES 

living plants, animals, and people, making them sick. These germs 
are bad; they are called disease germs. There are many different 
kinds of them; they are cowards, too; they only attack you when you 
are weakened from being tired, himgry, or cold. Strong, vigorous 
people have little trouble with them. We should keep ourselves well, 
because then we can fight them off. 

One kind of germ makes typhoid fever, another kind makes diph- 
theria, still another makes scarlet fever. Each disease has its own 
kind of germs. Some make boils, some make teeth decay, some make 
colds, others sore throats. When a boy or girl scratches his or her 
finger, if germs get in it becomes sore. Then the pus, or that creamy 
yellow stuff that runs out, is full of bad germs. If it were not for 
germs a wound woiild heal up quickly with very little soreness and 
no pus. 

Sometimes a germ says to his friends and family : 

" Here is a boy who is weakened because his feet have been wet, 
and he let them stay wet for a whole afternoon. Let us fall on him 
and make him sick." 

Then the boy has a sore throat or a cold in his head. 

Who would have thought that a thing as tiny as a germ cotdd do 
so much work, some of it good and some bad? Let us help the good 
germs by not letting the bad ones live. We shovdd eat only at meal- 
time. No candy between meals, children, or a germ may come into 
your mouth. 

6. " Swat that fly." One fly lays from one hundred to two hundred 
eggs at a time, to hatch in twelve or fifteen days. One fly can carry 
three million, sixty-two thousand germs on his hind legs. 



' One fly killed in May 
Keeps many millions away. 



Get information from the government btdletin on " Flies and Mag- 
gots." 

7. The nose: 

You remember what the old wolf said about her nose to Red Riding 
Hood. The nose, as a smeller, can scent spoiled foods, imclean yards, 
musty houses. 

8. The mouth: 
Sometimes a germ says : 

" Here is a little girl who has kept food between her teeth. Let tis 
go and eat it." So they set to work bringing about the decay of the 
food, but, alas, they bring about the decay of the teeth also ! One day 
this girl finds a hole in her tooth, filled with foul-smelling stuff; her nose 



MANUAL OF GRADED BIBLE COURSES 133 

tells her how it smells. If she does not keep her teeth clean by brushing 
" the upstairs " down, and " the cellar " up, she will continually swallow 
this bad-smelling decay, which her nose says is not good for her diges- 
tion. Use a nice soft floss, called dental floss or tape, to clean be- 
tween the teeth. When a tooth gets a hole in it, nobody but the dentist 
can help, and if it goes too long, the only help he can give is to pull 
it out, so that it will not make the others decay. Does a rotten apple 
in a basket ever get good again? What does it do to the other apples? 
Yes, it makes dark spots on them. When a child has dark spots on 
his teeth he had better hurry to the dental college or city hospital and 
have the dentist clean these spots off before it is too late. Nobody 
ever looks nice with a mouth of dirty teeth, but how beautifvil is a row 
of pearls ! 

9. The water for drinking: 

If you don't know whether or not the water you drink is pure, boil 
it twenty minutes. Typhoid fever and bowel trouble are caused by 
germs in the water. 

10. The hands: 

Germs under the nails or on dirty hands are carried into the mouth, 
eyes and nose — anjrwhere that the hands go. 

11. The feet and backbone {nervous system): 

What kind of shoes do you wear? Do you have corns and bunions? 
Keep your feet dry and free from strain. No high heels, girls! They 
strain the nerves in the back. Keep the back straight. How many 
children do you see standing with one hip higher than the other? 
Have teachers remind those of her class who have this fault of the 
necessity of their remembering to stand up straight. 

12. The ears: 

Clean ears with wash rag and soap — no pins, and no hairpins 
unless the latter are covered with a cloth. Listen only to the truth. 
Story of " The Diamond Necklace." 

13. The eyes: 

Sit with light coming over left shoulder. Use Chinese images: 
" Hear no evil, see no e\'il, speak no evil." In order that children 
may do much good, they should look about to be helpfvil. 

14. The skin: 

Tell of its purpose and the necessity of bathing. Swimming in 
simimer is beneficial. 



134 MANUAL OF GRADED BIBLE COURSES 

15. The body: 

"The King and His Wonderful Castle," G. P. Brown; "Man 
Wonderful," Allen; Hymn, " A Wonderful House," " Songs for Little 
Folks," Crafts. 

16. Clean clothes: 

" The Pig Brother," L. E. Richards. 

17. Tidiness: 

" Careless Jane," Katherine Pyle. 

18. When sister bums her hand (first-aid) • 

Dress in gauze, with equal parts linseed oil and lime water. Open 
blisters at bottom, near good skin, to drain. The teacher should dress 
hand and show bandaging. 

19. Dressing wounds : 

Let children take part in dressing imaginary woimds, cuts, bruises, 
mashed fingers, etc. 

20. Do what your hands find to do: 

If you are going to do a mean thing, wait until tomorrow; if a good 
thing, do it now. 

21. Telling tales. 

Rtmior has a thousand tongues. 
" King Midas has Asses' Ears," Ovid. 

Children should learn not to tell tales of each other at home or in 
school. 

22. Time flies: 

" The Enchanted Watch." 

23. The Daily Grind: 

Each day of twenty-four hours we eat, sleep, work, and play. Tell 
story of a millstone grinding day after day. Are teeth with holes good 
grinders? Recall care for teeth, with this new element in it. Our 
" rocks " are in our mouths; we are not like the chickens whose pebbles 
are in his craw. 

24. Care for little things: 

" Piccola," " Story Hour," K. D. Wiggin. . 
" World Stories Retold," W. J. Sly. 

25. Faithful work: 

" Dust Under the Rug," " Mother Stories," Lindsey. 



MANUAL OF GRADED BIBLE COURSES 135 

26. The just judge: 

When two claim the same thing, i Kings iii. 16-28. 
" World Stories Retold," W. J. Sly. 

27. Our President (patriotism) : 

Story of Wilson's father teaching him to say over again what he had 
to say until he learned to express himself exactly. 
Sing " America." 

28. Be a Red Cross Soldier at home: 

Fight disease. " Good Health," p. 34, Jewitt. 

29. Our City: 

" Town and City," Jewitt. 

30. Your happy home: 
Health, happiness, helpfvilness. 
Head, hand, heart. 



PERSONAL HABITS SUGGESTED FOR TWO-MINUTE TALKS 

Note. — Teachers are advised to select topics from both outlines offered on habits according 
to special needs of children. 

PERSONAL HABITS 

1 . Clean hands. 

2. Clean faces. 

3. Clean mouths (good language). 

4. Clean hearts (good thoughts). 

TABLE HABITS 

5. Thank God before eating — suggest a short form for " Grace." 

6. Say " please " and " thank you." 

7. Serve others before yourself. 

8. Eat slowly and quietly. 

\ 

IN THE STREET 

9. Avoid bad companions and gangs. 

10. Do not injure property of others. 

11. Filching fruit from a stand is evil. 

12. Be kind to dumb animals. 

13. Never laugh at deformed people. 

14. Never enter a saloon. 

15. Never gamble. 

16. Be a peacemaker. 

17. Seek advice in choosing five-cent shows. ' 



136 MANUAL OF GRADED BIBLE COURSES 

1 8. Dime novels are a waste of time and money. 

19. The nearest public library : name a few good books for the young. 

20. When mother calls do not tarry. 

IN GAMES 

2 1 . Cheating is contemptible. 

22. Quarreling is childish. 

23. Swearing is weak-minded and wicked. 

24. When you win, praise your opponents, 

25. Betting even a cent spoils the game. 

IN GENERAL 

26. Lying is cowardly. 

27. Foul language is degrading. 

28. Gossiping is hurtful. 

29. Envy is like poison. 

30. Commencement — " A merry heart doeth good like a medicine." 



HABIT FORMATION AND PARENTS' PLEDGE 

HABIT FORMATION 
HOME DUTIES 

Courtesy Obedience 

Preparations of lessons Purity 

RISING WITHOUT BEING CALLED 

Rising with regularity Dressing rapidly Dressing neatly 

REGULARITY OF MEALS 

Proper food Eating slowly 

Using knife and fork properly Tidiness at table 

RETIRING WITHOUT BEING TOLD 

Retiring with regularity Undressing rapidly 

Clothing neatly cared for Cleaning teeth and nails 

HOME EMPLOYMENT 

Making beds Brushing floor 

Dusting and airing rooms Washing dishes 

Mending clothing Helping with children 
Running errands 



MANUAL OF GRADED BIBLE COURSES 137 

SCHOOL DUTIES 

Courtesy Obedience 

Attention Industry 

Purity of speech Cheerfulness 

Cleanliness of mind and body Responsibility 

CIVIC DUTIES 

Cotirtesy on street Care in keeping street tidy 

Observation of safety, fire, police Respect for public buildings and 

and health laws property 

Purity of speech 

Stephen F. Bayne, Principal 
Jane Day, Visiting Teacher, P. S. 5 
Manhattan, N. Y. C. 



HABIT FORMATION 
THE PARENTS PLEDGE 

I will patiently help my child in the performance of duty. 
I will try to see that he finishes a task when he begins it. 
I will make no criticism of those in authority over him in his presence, 
I will try to cooperate with those who are his teachers, both religious 
and secular. 



BIBLIOGRAPHY 
Bible Story Books 

Bible Stories and Poems. Illustrated. Wilbur F. Crafts. 

Baker & Taylor Co $i .00 

*Bible Stories, New Testament. Richard G. Moulton. Mac- 

millan Co 50 

*Bible Stories, Old Testament. Richard G. Moulton. Mac- 

millan Co 50 

Bible Stories to Tell Children. W. D. Miuray. Fleming H. 

Revell Co i . 00 

Completely Graded Series. Junior Bible. Charles Scribner's 

Sons quarterly . 30 

Graded Bible Stories. W. J. Mutch. Christian Nurture, 
New Haven 

*Heroes of Israel. Theodore G. Soares. University of Chicago 

Press 1 . 00 

*Kindergarten Bible Stories, Old Testament. Ella L. Cragin. 

Fleming H. Revell Co 1.25 

*Kindergarten Stories for the Simday School and Home, New 

Testament. Ella L. Cragin. George H. Doran Co 1.25 

An Old, Old Story Book. E. M. Tappan. Houghton, Mifflin 

Co 1 . 50 

* Old, Old Tales from the Old, Old Book. Nora Archibald 

Smith. Doubleday, Page & Co 1.50 

Old Stories of the East. James Baldwin. American Book Co. . 45 

Tell Me a True Story. Mary Stewart. Fleming H. Revell Co. 1.35 

*The Garden of Eden. George Hodges. Houghton, Mifflin Co. i . 50 

The Story of Jesus Christ. Elizabeth Stuart Phelps. Houghton, 

Mifflin Co 1.25 

*When the Bang Came. George Hodges. Houghton, Mifflin Co. i . 20 

Worid Stories Retold. W. J. Sly. Griffith & Rowland i . 00 

139 



I40 MANUAL OF GRADED BIBLE COURSES 

Methods and Principles of Story Telling 

*A Story Garden for Little Children. Maud Lindsay. Lothrop, 

I«ee & Shepard Co $i . oo 

Bible Lessons for Little Beginners, Vols. I. and II. Mrs. Mar- 
garet J. Cushman Haven. Fleming H. Revell Co. . . . each . 8$ 

*Child Religion in Song and Story, Vols. I and II. Chamberlin 

and Kern. University of Chicago Press each 1.25 

*Constructive Bible Studies. Georgia L. Chamberlin. Uni- 
versity of Chicago Press 

The Sunday Kindergarten: Game, Gift and Story. Carrie 

S. Ferris. University of Chicago Press i . 50 

*How to Tell Stories to Children. Sara Cone Bryant. Houghton, 

Mififlin Co 1 .00 

Manual of Stories, W. B. Forbush. Jacobs i . 50 

*Mother Stories. Maud Lindsay. Milton Bradley Co i . 00 

*More Mother Stories. Maud Lindsay. Milton Bradley Co. . . i . 00 

Pictvu-e Work, paper. Walter L. Hervey. Fleming H. Revell 

Co 25 

Some Great Stories and How to Tell Them. Richard T. Wyche. 

Newson & Co i . 00 

*Stories and Story-telling. Edward P. St. John. Pilgrim Press . 50 

*Stories to Tell Children. Sara Cone Bryant. Houghton, 

MifHin Co i . 00 

Story Telling in School and Home. Evelyn W. and George E. 

Partridge. Sturgis 1.25 

Telling Bible Stories. Louise Seymour Houghton. Charles 

Scribner's Sons 1.50 

Stories to Tell. Jtdia Darrow Cowles, A. Flanagan Co 35 

*Lessons for Teachers of Beginners. Frances Danielson. West- 
minster Publishing Co 75 

Psychology and Child Study 

An OutHne of a Bible School Curriculum. George W. Pease. 

University of Chicago Press i . 50 

*Democracy and Education. John Dewey. Macmillan Co. ... i . 50 



MANUAL OF GRADED BIBLE COURSES 141 

*Education by Plays and Games. George E. Johnson. Ginn 

& Co $1.10 

Father and Baby Plays. Emilie Poulsson. The Centtiry Co.. 1.25 

Nursery Finger Play. Emilie Poulsson. Lothrop, Lee & 

Shepard 1.25 

*Play Life in the First Eight Years. Luella A. Palmer. Ginn 

& Co 1.20 

*Fundamentals of Child Study. E. A. Kirkpatrick. Macmillan 

Co 1.25 

♦Growth and Education. John M. Tyler. Houghton, Mifflin 

Co 1 • 50 

Habit Formation. Stuart H. Rowe. Longmans, Green & Co. i . 50 

Home, School and Vacation. Annie Winsor Allen. Houghton, 

Mifflin Co 1.25 

*How to Study and Teaching How to Study. Frank McMurray. 

Houghton, Mifflin Co 1.25 

*How We Think. John Dewey. D. C. Heath & Co i . 20 

Living Teachers (The Real Teacher). Margaret Slattery. 

F. M. Barton 35 

*Love and Law in Child Training. Emilie Potilsson. Milton 

Bradley Co i . 00 

Mind in the Making. Edgar James Swift. Charles Scribner's 

Sons 1 . 50 

*My Little Boy. Karl Ewald. Charles Scribner's Sons i . 00 

Nature Study and Life. Clifton F. Hodge. Ginn & Co i .80 

Pedagogical Bible School. Samuel B. Haslett. Fleming H. 

Revell Co i . 50 

*The School and Society. John Dewey. University of Chicago 

Press 1 . 00 

♦Schools of Tomorrow. John Dewey. E. P. Dutton & Co. . . . i . 50 

Social Organization. Charles Hotton Cooley. Charles Scrib- 
ner's Sons 1.50 

♦Stories and Story TeUing. Angela M. Keyes. D. Appleton 

& Co 1 . 30 

♦Studies of Childhood. James Sully. D. Appleton & Co 75 

♦Talks to Teachers on Psychology and Life's Ideals. Wm. 

James. Henry Holt & Co i . 50 



142 MANUAL OF GRADED BIBLE COURSES 

*The Child. Amy E. Tanner. Rand, McNaUy & Co $1.25 

*The Child and the Curriculum (The School and the Child) , paper, 

John Dewey. University of Chicago Press 25 

The Promised Land. Mary Antin. Houghton, Mifflin Co. ... 1.75 

*The Pupil and the Teacher. Luther A. Weigle. Hodder & 

Stoughton 75 

The Story of My Boyhood and Youth. John Muir. Houghton, 

Mifflin Co 2 .00 

On the Training of Parents. Ernest H. Abbott. Houghton, 

Mifflin Co i . 00 

Uplift Book of Child Culture. (Compilation.) Uplift Pub- 
lishing Co., Philadelphia 3 • 00 

Note. — All or any of the books mentioned may be obtained from 
The Baker & Taylor Co., 354 Fourth Avenue, New York City. If the 
purchase is for a school or a public institution, the prices listed will 
be subject to regular school discounts. 



P^o^ 




LIBRARY OF CONGRESS^ 

029 788 971 



' Suffer the little children to come unto me, 
and forbid them not, for of such is the 
Kingdom of God." 



